IMAGE  EVALUATION 
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Photographic 

Sciences 

Corporation 


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D 


Cover  title  missing/ 

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I      I    Coloured  maps/ 


D 


Cartes  g^ographiques  en  couleur 

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Encre  de  couleur  (i.e.  autre  que  bleue  ou  noire) 


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n 


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JOX 14X  18X  22X 

rn — I — rn — \ — l — r-r-n — \ — rn — r 
i  >i  i 


26X 


SOX 


-i2X 


16X 


20X 


24X 


28X 


32X 


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The  last  recorded  frame  on  each  microfiche 
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de  la  nettet«  de  iexemplair*)  film6,  et  en 
conformit6  avec  les  conditions  du  contrat  de 
filmage. 

Les  exemplaires  originaux  dont  la  couveiture  en 
papier  est  imprlmie  sont  film6s  en  commen^ant 
par  le  premier  plat  et  en  terminant  soit  par  la 
derniAre  page  qui  comporte  une  empreinte 
d'impression  ou  d'illustration,  soit  par  le  second 
plat,  salon  le  cas.  Tous  les  autres  exemplaires 
originaux  sont  film6s  en  commenpant  par  la 
premiere  page  qui  comporte  une  empreinte 
d'impression  ou  d'illustration  et  an  terminant  par 
la  dernlAre  page  qui  comporte  une  telle 
empreinte. 

Un  des  symboles  suivants  npparaftra  sur  la 
dernidre  image  de  cheque  microfiche,  seion  le 
cas:  le  symbols  — ^  signifie  "A  SUIVRE",  le 
symbole  V  signifie  "FIN". 

Les  cartes,  planches,  tableaux,  etc.,  peuvent  dtre 
film6s  u  des  taux  de  reduction  diffdrents. 
Lorsque  le  document  est  trop  grand  pour  dtre 
repr'>  -lit  en  un  seul  clichA,  il  est  fiim6  it  partir 
de  I  angle  sup6rieur  gauche,  de  gauche  d  droite, 
et  de  haut  en  bas,  en  prenant  le  nombre 
d'images  nAcessaire.  Les  diagrammes  suivants 
iilustrent  la  m6thode. 


1 

2 

3 

1 

2 

3 

4 

5 

6 

Plai 


HINTS  FOR  LANGUAGE  LESSONS 


AND 


Plans  for  Grammar  Lessons. 


A  HANDBOOK  FOR   TEACHERS. 


BY 


JOHN  A.  MacCABE.  M.A.,  LL.D.. 

Pb;NC1PAL.  OTTAWA  NOBMAL  SCHOOL.  CANADA. 


-f 


o:«c 


BOSTON,  U.S.A.: 
GINN   &  COMPANY,  PUBLISHERS. 

1892. 


*'  '    .  "I" '***^mrw>ia>*«||j<w»^«pMMi«qiiw«aK 


Copyright,  1892, 
By  GINN  &  COMPANY. 


All  Rights  Reserved. 


TTPOGBArHY  BY  J.   8.  CUSHING  &  CO.,   BoSTON,  U.S.A. 


Presswork  by  Ginn  8:  Co.,  Boston,  U.S.A. 


PREFACE. 


The  following  Hints  for  Language  Lessons  and  Plans  for  Gram- 
mar Lessons  are  part  of  the  author's  instructions  in  "  Method,"  as 
given  to  the  students  of  the  Ottawa  Normal  School. 

It  is  not  claimed  for  these  j3lans  that  they  are  the  best  which 
can  be  made  for  the  respective  lessons;  but  they  are  at  least 
suggestive  and  make  a  startiyig -point  or  rough  sketch,  from  which 
the  intelligent  teacher  may  develop  better  ones. 

The  author  has  been  frequently  asked  to  publish  them  in  book 
form.  In  complying  with  this  request,  he  does  so  with  the  hope 
that  they  may  be  found  useful  to  teachers  generally. 


NoBMAL  School,  Ottawa, 
February,  1892. 


John  A.  MacCabe. 


Ill 


LANGUAGE   LESSONS. 


we  must  have  thoughts  or  ideas,  a.id  we  must  have  a  gcDd  eom- 
wm  "«:     ::t^"res'"tr'""Tr  ^'^-^  «-"«•''«, -langu^ewMol 

effect,::!;:      ""^"'^ '"  ^"  ^^^'^  ^■'''"^-  -^  p--  -"i 

The  object  of  language  lessons  then  is,— 

(a)  To  give  the  pupil  ideas. 

(6)  To  give  him  the  means  and  the  power  to  express  these  ideas. 

Now  with  the  young  pupil,  whence  is  he  to  obtain  his  ideas  i> 

Tllll  '\'^/"';''^'  >--  he  has  on  coming  to  school       We 

tte?ntelt7'^i%    "'f'^  "'  '"""^""^'  *'^™»8l>  *he  activity  o 
the  mtellect;  that  ,s,  through  perception  or  observation   throui^h 

memory    through   imagination,  and  through   reasoning      In  tht 
ch.ld,  which  of  these  powers  is  first  awak'ened?    His'powers  o 
pa  t'oTZ  ZrT""]   ^°'-^"-"^  '>«  .?ets  by  far  t'he  U  ^e 
theLtl  nfv,  ""^''  *"'  °^''""'S  ^^'''■'  that  is,  through 

othet  H°  1  "  ""^'^:.  "':  ■"^■""'y  *"<»  imagination  w/u  supply 
others.  His  language,  therefore,  will  in  the  main  refer  to  what  he 
has  seen,  or  heard,  or  touched,  or  tasted,  or  smelled.  As  thiretre 
he  gets  hrs  early  thoughts  through  his  oteerving  powet  'whht  ^ 
sa.d  above,  occasional  flights  into  the  fields  of  memory  aid  ima«^^ 
nat,o„  the  first  language  lessons,  and  the  greater  pirt  of  them 
his  m^:  "  *v  ^-"'^  "'  '"""Sht  laid  out  by  his  ob  ervtg  powe\"' 
his  memory,  h.s  imagination,  r.„d  sometimes  his  reasoning  pCer 


^  HINTS   FOR   LANGUAGE  LESSONS. 

And  tlu'S(!  langiiago  lessons  will  have  n  reflex  action  on  the 
powers  used;  for  the  child,  when  he  knows  he  will  be  called  on 
to  tell  what  he  has  seen  or  heard,  etc.,  will  be  trained  to  habits  of 
carcvful  obs(jrvation.  Using  this  gcnieral  phm  as  a  basis,  he  will  be 
led  to  settle  firmly  in  his  language,  and  use  correctly  three  classes 
of  words:  (1)  his  own  words,  that  is,  those  he  uses  intelligently  in 
his  every-day  conversation ;  (2)  words  which  he  hears  others  use, 
and  of  the  meaning  of  which  he  has  a  hazy  idea;  (3)  new  words, 
or  words  which  he  hears  others  use,  but  of  the  meaning  of  which 
he  knows  nothing. 

Language   lessons   thus   arranged  will  have  the  following  re- 
sults :  — 

1.  The  cultivation  and  development  of   the  mental  powers  — 

observation,  memory,  imagination,  and  reasoning. 

2.  Quickness  in  mental  activity ;  (piicikness  in  evolving  thought. 

3.  Increase  of  knowledge  — thought  enlarged  and  extended. 

4.  Increase  of  vocabulary  —  new  words  added  to  the  store,  daily, 

with  the  new  ideas. 
6.  A  command  of  language. 
6.  A  correct  and  concise  use  of  language 

The  choice  of  words  and  the  arrangement  of  these  words  are  the 
sum  and  substance  of  good  composition.  Train  the  young  child  to 
rapid,  complete,  and  accurate  observation;  this  will  lead  to  concise, 
complete,  and  accurate  description.  "Words  ^without  thought  are 
empty,  but  thought  without  words  is  helpless." 


General  Hints  for  conducting  LancxUage  Lessons. 

1.  Lead  the  pupils  to  talk  — to  talk  about  anything,  provided 

they  talk. 

2.  See  that  the  pupils  make  complete  statements. 

3.  See  that  they  use  grammatical  and  elegant  language  — no 

slang,  no  impure  or  irregular  idioms. 


HINTS   FOU   LAMGUAGE  LESSONS. 


8 


4.  Correct,  or  lead  the  pupils  to  correct,  all  ungramraatical  and 

inelegant  expressions.  The  correction  should  be  made 
indirectly,  either  by  inviting  the  pupil  to  "  say  it  another 
way,"  and  telling  him  that  you  prefer  a  certain  way  (the 
correct  way),  and  that  you  wish  him  to  use  that  form  for 
the  future ;  or  by  tilling  him  the  correct  form.  By  drill, 
fix  the  proper  form  in  the  minds  of  the  pupils. 

5.  Every  lesson,  no  matter  what  the  subject  is,  should  be  made 

a  language  lesson.     Every  error  in  expression  should  be 
corrected  when  made. 
G.  As  soon  as  possible  language  lessons  should  develop  a  contin- 
uous story,  and  the  story  should  be  placed  on  the  B.B. 


no 


Material   for   Language   Lessons   to    train   to    Habits   of 

Prompt  Thinking  and   Speaking. 
For  the  pupil. 

(1)  What  I  can  see  in  the  school-room.  What  I  saw  out  of  school. 

(2)  What  I  can  hear.     What  I  heard. 

(3)  What  I  can  taste.     What  I  can  eat.     What  I  have  tasted. 
What  I  have  eaten. 

(4)  What  I  can  smell.     What  I  have  smelled. 

(5)  What  I  can  touch.     What  I  have  touched. 

(6)  Where  I  can  go.     How  I  can  go  there. 
How  I  went  there. 

(7)  What  I  have  worn.    What  I  can  wear. 

(8)  What  things  are  worn  on  the  hands. 
When.     Why. 

(9)  What   things   are   worn   on   the    feet. 
When.     Why. 

(10)  What  things  are  worn  on  the  head. 
When.     Why. 

(11)  Objects  in  the  school.     What  each  is  made  of.     Its  use. 

(12)  What  things  are  in  the  sky.     When  seen.     What  things 
are  in  a  store ;  a  mill ;  a  dwelling-house ;  a  church,  etc. 


Where  I  went. 

Who  wear  them. 
Who  wear  them. 
Who  wear  them. 


HINTM   KOK   LANOUAOK  LK.S80N8. 


¥ 


Additional  Matkuial  for  Languaok  Lessons. 

1.  What  the  children  have. 

2.  What  they  would  like  best  to  have. 

3.  What  they  would  like  best  to  do. 

4.  What  kind  of  sports  thoy  lik(!  best. 

5.  Describe  any  play  they  had  at  recess. 
G.  What  they  did  during  any  holidays. 

7.  What  they  would  do  with  money  if  they  had  all  they  wanted 

to  spend. 

8.  Name  some  things  that  can  swim,  run,  hop,  etc. ;  some  things 

that  have  wings.     Tell  what  the  cat  does;   what  the  dog 
does ;  etc. 

9.  A  series  of  sentences  describing  any  animal. 

10.  Stories  made  from  pictures. 

11.  Stories  about  games. 

12.  Lessons  on  the  body  :  its  parts ;  what  each  part  does.    What  the 

pupils  can  do  with  their  hands  ;  their  feet ;  eyes ;  ears  ;  etc. 

13.  What  they  saw  in  coming  to  school. 

14.  Guessing  and  thinking  games.     Dreams. 

15.  Showing  a  stranger  the  most  interesting  sights  of  the  city. 

16.  Action  lessons.     [The  teacher  or  one  of  the  pupils  performs 

certain  actions  ;  the  pupils  make  statements.]  "The  teacher 
(or  pupil)  raised  his  right  hand."  "He  raised  his  left  hand." 
"He  raised  both  hands."  "The  right  hand  was  raised." 
"  The  left  hand  was  raised."  "  Both  'hands  were  raised." 
"The  teacher  closed  his  eyes."  "The  teacher  and  the  pupil 
closed  their  eyes,"  etc. 

17.  Describe  a  day  in  school ;  a  day  in  town ;  in  the  country ;  at 

grandpa's ;  in  a  boat ;  on  a  steamer ;  on  the  cars ;  etc. 

18.  A  series  of  talks  on 

Size :  developing  large,  larger,  and  largest;  big,  bigger,  and  big- 
gest; small,  smaller,  and  smallest. 

Length,  Height,  and  Depth :  developing  long,  longer,  and  long- 
est; high,  higher,  and  highest;  deep,  deeper,  and  deepest. 


\ 


fi] 

so 
th 
se 


*<:nts  fou  language  lessons. 


4 


Color. 

VVtfight :  developing  heavy,  heavier,  and  heaviest,  otc. 

Place,  developing  preposition:   "The  book  is  on  the  table; 

under  the  table ;  over  the  table,"  etc. 
Form. 

Sound :  developing  loud,  louder,  and  loudest,  etc. 
19.  A  series  of  lessons  developing  the  use  of  see,  saio,  and  seen; 

do,  did,  and  done;  sit  and  set;  lie  and  lay;  rise  and  raise. 
'JO.   D(»soribe  a  visit  to  any  place  of  interest. 

21.  Describe  summer  and  winter  sports. 

22.  A  story  is  told  by  the  teacher ;  the  pupils  tell  it  afterwards. 

23.  The  teacher  makes  the  skeleton  of  a  story  ;  the  pupils  "fill  in" 

as  the  story  progresses. 

24.  Literature:  understanding,  memorizing,  and  repeating  simple 

passages  in  prose  and  poetry ;  for  example :  — 

(a)  Bright  little  dandelion, 

Downy  yellow  face, 
Peeping  up  among  the  grass 
With  such  gentle  grace. 

(b)  I  love  the  seasons  in  their  round ; 

Each  has  its  charm  for  me  ; 
Wisdom  and  love  in  all  are  found ; 
God's  hand  in  each  I  see. 

(c)  She's  somebody's  mother,  boys,  you  know. 
For  all  she's  aged  and  poor  and  slow ; 
And  I  hope  some  fellow  will  lend  a  hand 
To  help  my  mother,  you  understand. 

If  ever  she's  poor  and  old  and  gray. 
And  her  own  dear  boy  is  far  away. 

Taking  the  first  example,  the  teacher,  knowing  the  ideas  in  the 
first  line,  will  question  the  class  about  them,  bringing  out  even 
some  of  the  very  words  in  the  line,  as  well  as  the  ideas.  He  will 
then  write  the  line  on  the  B.B.  and  will  ask  the  pupils  to  read  it 
several  times,  uatil  they  can  say  it  from  memory.    The  other  lines 


^ppnwp 


6 


HINTS   FOR   LANGTTAGE   LESSONS. 


will  be  dealt  with  in  a  similar  maimer ;  and  the  whole  stanza  is 
finally  committed  to  memory. 

The  advantages  of  this  kind  of  language  lesson  are :  (1)  The 
value  of  the  thoughts  thus  treasured  up.  (2)  Cultivation  of  mem- 
ory. (3)  Cultivation  of  imagination.  (4)  Development  of  the 
language  faculty ;  an  increase  in  the  child's  stock  of  words  and  in 
his  power  to  use  words.     (i>)  A  moral  lesson. 


i 


Qza  IS 


)  The 

mem- 

)f  the 

tnd  in 


GKAMMAR   LESSON   PLANS. 


i:ntroduction. 

The  Lesson  Plans  set  down  in  the  following  pages  consist  each 
of  seven  parts  :  the  Topic,  the  Introduction,  the  Development,  the 
Generalization,  the  Technical  Terra,  the  Definition,  and  the  Prac- 
tical Exercises. 

The  Topic  contains  matter  for  the  teacher  alone.  It  states 
pointedly  the  aim  of  the  lesson.  The  more  pointed  and  concise  in 
thought  this  topic  is,  and  the  more  particular  the  object  aimed  at 
by  the  lesson,  the  greater  will  be  its  success-  For  example,  if  the 
object  of  the  lesson  is  to  teach  the  nature  of  the  noun,  the  topic 
may  be  put  in  much  better  form  than  this,  —  Topic :  "  To  teach  the 
noun,"  thus.  Topic :  "  There  are  certain  words  which  are  names 
of  things  (or  names  of  persons,  places,  or  things).  These  words 
are  put  in  one  class  :  a  word  of  this  class  is  called  a  noun." 

TJie  Introdtiction.  —  It  has  been  well  said  that  every  lesson  should 
hold  out  two  hands  —  one  to  past  knowledge,  the  other  to  coming 
knowledge.  So  it  is  with  the  Introduction.  It  is  a  review  of 
previous  knowledge ;  it  is  a  review  of  the  known,  to  lay  a  founda- 
tion for  the  unknown;  it  is,  as  it  were,  the  ploughing  and  harrowing 
process  by  which  the  soil  of  the  mind  is  prepared  for  the  knowl- 
edge to  be  implanted.  The  Introduction  should  aim  also  at  putting 
teacher  and  pupils  in  good  liumor  with  themselves  and  their  work ; 
it  should  be,  as  it  were,  a  pleasant  vestibule  in  which  to  linger 
awhile,  in  which  to  anticipate  the  good  things  to  come.  It  is 
needless  to  say  that  the  Introduction  should  be  as  short  as  is  con- 
sistent with  the  character  of  the  lesson. 

7 


8 


PLANS   FOli   GKAMMAK   LESSONS. 


The  Development  is  the  lesson  proper.  Here  the  subject  should 
be  opened  up  fully,  step  after  step  being  taken  to  till  the  mind 
with  the  facts,  and  to  give  mental  exercise  through  the  imparting 
of  these  facts.  The  "steps  "  should  be  short  steps,  and  each  one 
should  follow  in  natural  sequence  from  the  preceding  one.  This 
IS  the  test  of  the  development.  And  the  position  of  the  pupil  in 
this  part  of  the  lesson  should  be  that  of  an  investigator. 
.  The  Generalization.  -  As  we  desire  to  reach  classification,  we 
mua  first  generalize.  All  the  examples  we  use  to  illustrate  our 
topic  are  alike  in  one  particular  or  more ;  then  we  put  them  in  a 
class  on  the  ground  of  a  common  quality. 

The  Technical  Term  is  given  by  the  teacher:  the  pupils  cannot 
be  expected  to  know  it. 

The  Definition  is  given  by  the  pupils.  If  the  development  has 
been  well  carried  out,  the  pupils  should  be  able  to  give  a  definition 
which  will  embody,  in  abstract  form,  the  facts  gained  from  the 
illustrations. 

Practical  Exercises  are  of  the  greatest  value  in  impressing  the 
lessons  on  the  minds  of  the  pupils.  They  call  upon  the  pupil  to 
make  new  illustrations  to  which  the  abstract  principle  will  apply, 
and  tc  use  the  new  and  the  old  illustrations  in  composition,  or  the 
cultivation  of  the  language  faculty  in  the  form  of  written  expres- 
sion of  thought. 


Tc 


In 


De 

n 


i 


>«, 


PLANS   FOR   GRAMMAR  LESSONS. 


9 


SUBJECT  AND   PREDICATE. 


•*o»- 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


i 


Ki. 


Every  statement  may  be  divided  into  two  parts  —  one 
part  standing  for  or  naming  that  about  which  the  state- 
ment is  made,  the  other  part  making  the  statement  about 
the  thing  named  in  the  first  part.  The  part  standing 
for  that  about  which  the  statement  is  made  is  called 
the  subject  of  the  statement  or  sentence ;  the  other  part, 
which  makes  the  statement,  is  called  tlie  predicate. 

Ask  the  class  to  name  some  person  or  thing,  such  as 
JoJm,  the  dog,  the  cat,  birds.  Ask  them  to  say  something 
about  these  things,  bringing  out  such  statements  as  John 
reads,  the  dog  barks,  the  cat  runs,  birds  Jly.  Tell  the  class 
that  these  are  called  statements,  because  in  them  we  state 
or  tell  something  about  a  person  or  thing. 

1.  Write  on  B.B.  sentence  consisting  of  a  noun  and  a 
verb ;  as,  Birds  Jly. 

2.  Ask  the  class  to  read  the  part  which  names  or  stands 
for  that  about  which  we  state  something.  Answer : 
Birds. 

3.  Underline  the  word  and  draw  a  vertical  line  after  it. 

4.  Ask  the  class  to  read  the  part  which  states  something 
about  the  thing  named.  Answer :  Jly.  Doubly  under- 
line this  word. 

5.  Drill.  What  does  the  first  part  of  this  group  of  words 
do?  It  names  the  thing  about  which  we  make  the 
statement.  What  does  the  second  part  do  ?  It  makes 
a  statement  about  that  which  is  named  by  the  first 
part. 


10 


PLANS   FOR   GKAMMAli   LESSONS. 


Generaliza- 
tion. 


Technical 
Term. 


Definition. 


Practical 
Exercises. 


6.  Write  on  the  B.B.  several  other  examples,  a  few  of 
this  kind,  but  gradually  increasing  the  number  of 
words  by  adding  adjuncts  of  the  subject  and  of  the 
predicate,  avoiding  for  the  present,  statements  too 
long  or  too  complicated,  and  leading  the  pupils  to 
make  two  parts  in  all  cases,  and  only  two,  —  one 
naming  something,  the  other  making  a.  statement 
about  the  thing  named. 

What  one  thing  have  we  done  with  all  these  state- 
ments or  sentences?  What  one  thing  did  all  these 
statements  permit  us  to  do  for  them  ?  To  break  them 
up  or  divide  them  into  two  parts.  What  are  these 
parts?  [Given  in  words  of  development.]  How  are 
these  i)arts  alwaj^s  known  ?  [This  with  a  view  to  the 
division  of  inverted  sentences,  on  the  division  of  which 
a  good  drill  should  be  given  later  on.] 

The  class  is  now  told  by  the  teacher  that  the  part 
which  names  that  about  which  we  make  the  statement 
is  called  the  subject  of  the  statement  or  sentence,  and 
that  the  part  which  makes  the  statement  is  called. the 
predicate.  The  words  are  written  on  the  B.B.,  pro- 
nounced and  spelled  by  the  class. 

A  definition  is  now  drawn  from  the  class,  — a  simple 
one,  embodying  the  characteristic^  brought  out  in  the 
development.  This  definition  may  be  written  on  B.B. 
and  pupils  drilled  upon  it. 

1.  A  number  of  statements  are  given  orally  by  the 
teacher;  the  pupils  divide  into  subject  and  predi- 
cate.    [The  technical  terms  will  now  be  used.] 

2.  Statements  are  placed  on  B.B. ;  pupils  copy,  and  as 
desk  work  divide  them  into  the  two  parts. 

3.  Pupils  compose  statements,  showing  the  same  divis- 
ion. 


ii 


Gt 


Te 


(  : 


De 


PLANS  FOR   GKAMMAR  LESSONS. 


11 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


Generaliza- 
tion. 


) 


' 


Technical 
Term. 


Definition. 


THE  NOUN. 

"Words  which  are  names  of  things  (or  names  of  per- 
sons, places,  or  things)  are  put  in  one  class.  A  word  of 
this  class  is  called  a  noun. 

Lead  the  pupils  to  see  that  if  we  wish  to  call  any 
person,  or  to  speak  of  any  person  or  thing,  we  first  name 
the  person  or  thing,  or  give  it  a  7iame. 

1.  A  number  of  objects  are  held  up  individually  before 
the  class. 

2.  As  each  object  is  shown,  the  class  give  its  name,  and 
this  name  is  written  on  the  B.B.  by  the  teacher. 

3.  As  each  name  is  obtained,  the  class  is  led  to  call  it  a 
name  or  name-word.     Good  drill  in  each  case. 

4.  Names  of  other  objects  in  the  school-room  obtained 
from  pupils  without  presenting  the  object.  B.B.  and 
drill  on  each  word,  as  before. 

5.  Names  of  objects  outside  school-room  obtained  from 
pupils.     B.B.  and  drill,  as  before. 

1.  Names  are  read  by  pupils. 

2.  Pupils,  by  questioning,  are  led  to  see  that  all  these 
words  on  the  B.B.  are  alike  in  one  particular,  —  all 
are  names  or  name-words. 

1.  The  class  is  now  told  that  instead  of  name  or  name- 
word  we  use  the  word  noun.  Eeview  and  drill.  What 
is  this  word  called  ?  [Pointing  to  the  first.]  A  noun. 
What  is  this  word  called  ?  [Pointing  to  the  second.] 
A  noun.    And  so  on  to  the  end. 

2.  Technical  tarm  written  on  B.B.,  pronounced  and  spelled 
by  pupils. 

The  pupils  are  asked  to  give  a  simple  definition  of 
technical  term.  If  necessary,  the  definition  may  be  writ- 
ten oa  B.B.  and  pupils  thoroughly  drilled  upon  it. 


12 


Practical 
Bzercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


PLANS   FOR  GEAMMAR   LESSONS. 

1.  Pupils  are  asked  to  give  nouns  orally. 

2.  From  sentences  written  on  B.B.,  pupils  are  asked  to 
pick  out  nouns  and  write  them  in  note-books  as  desk 
work. 

3.  From  a  page  of  their  "Reader"  pupils  are  asked  to 
pick  out  and  write  nouns,  as  in  the  last  case. 

THE  VERB. 

NoTK.- Before  laying  dowi.  a  plan  for  the  verb,  it  is  well  to 
consider  the  aspect  in  which  this  part  of  speech  may  be  best  pre- 
sented  to  the  class.  Shall  we  teach  the  verb  as  the  chief  word  in 
making  a  statement?  the  word  which  of  itself  can  make  a  state- 
ment ?  or  shall  we  teach  the  verb  as  a  word  which  tells  about  the 
domg  of  something  ?  The  first  aspect  is  the  more  scientific  one,  as 
It  will  include  all  verbs ;  the  second  i,  the  simpler  one,  although  it 
will  not  include  all  verbs.  Still,  on  account  of  its  simplicity  and 
the  fact  that  the  great  majority  of  verbs  come  uader  it,  it  is  the 
aspect  presented  here. 

Words  which  tell  about  the  doing  of  something  or 
which  tell  what  some  person  or  thing  does,  are  put  in 
one  class.   A  word  of  this  class  is  called  a  verb. 

Pupils  questioned  as  to  which  of  them  are  ready  to 
help  the  teacher.     How  many  will  do  a  little  work  for 
the  teacher?    One  pupil  selected;  his  name  obtained- 
paced  on  B.B.    What  class  ?    Why?    What  is  a  noun  ^'    ^ 
Clearly  distinguish  between  thing  and  name. 

1.  The  pupil  is  called  on  to  walk ;  class  tell  what  he 
does.     The  expression  "John  walks"  thus  obtained 
placed  on  B.B.  ' 

2.  The  class  is  questioned  as  to  the  use  of  the  new  word 
It  tells  what  John  does  (the  person  John,  not  the 
word).     Good  drill;  all  the  class  exercised. 

3.  The  pupil  is  called  on  to  perform  other  actions,  as 
taik,  smg,  bow,  jump,  run,  etc. ;  the  word  expressing 


PLANS   FOR   GRAMMAR   LESSONS. 


13 


Geaeraliza- 
tion. 


Technical 
Term. 


Definition. 


Practical 
Exercises. 


the  action,  obtained  in  each  case  and  placed  on  B.B. 
Good  drill  on  each  example  as  to  the  use  of  the  new 
word. 

4.  Other  nouns  selected  and  placed  on  B.B.  The  class 
is  called  on  to  add  a  word  to  each,  telling  something 
that  each  thing  does.  Drill  on  the  use  of  each  new 
word. 

Rapid  review,  as  in  the  case  of  the  noun.  (See  Gen- 
eralization, under  "Noun.") 

All  these  words  are  alike  in  one  particular,  —  each 
tells  what  a  person  or  thing  does.  f 

Teacher  tells  class  that  each  of  these  new  words  is 
called  a  verb.  Review  and  drill,  as  in  the  case  of  the 
noun.    (See  Technical  Term,  under  "Noun.") 

Technical  term  written  on  B.B.,  pronounced  and 
spelled.     Meaning  of  "  part  of  speech  "  brought  out. 

The  class  is  called  on  to  give  a  simple  definition. 
Definition  placed  on  B.B.    Thorough  drill. 

1.  Short  sentences  given  orally  by  teacher ;  pupils  pick 
out  verbs. 

2.  Sentences  written  on  B.B. ;  pupils  copy  and  pick  out 
verbs. 

3.  Pupils  pick  out  verbs  from  page  of  "  Reader." 

4.  Nouns  given  orally  by  teacher;  pupils  supply  verbs. 

5.  Nouns  written  on  B.B.;  pupils  copy  and  supply  verbs. 

6.  Pupils  supply  both  noun  and  verb. 

THE  ADJECTIVE. 

Note.  — As  the  topic  anticipates  the  definition,  it  is  necessary 
in  the  case  of  the  adjective,  as  well  as  in  that  of  the  verb,  to  con- 
sider the  definition  which  will  be  the  simplest  and  the  most  easily 
taught.  An  adjective  is  defined  as  a  word  which  expresses  the  kind 
I  or  sort  of  object  named  by  the  noun  to  which  it  is  attached ;  or,  as 
a  word  which  expresses  a  quality  in  the  object  named  by  the  noun ; 


14 


PLANS   FOR   GRAMMAR   LESSONS. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


or,  as  a  word  which  describes  the  object  named  by  the  noun ;  or,  as 
a  word  wJiich  limits  or  modifies  the  meaning  of  a  noun.  It  will  be 
seen  at  once  that  the  last  definition  is  the  most  logical  and  compre- 
hensive ;  nevertheless,  as  the  first  definition  is  very  simple  and  very 
easily  presented,  it  is  adopted  in  the  plan  which  follows. 

Some  words  are  used  with  nouns  to  express  the  kind 
or  sort  of  thing  or  object  named  by  the  noun.  A  word  of 
this  class  is  called  an  adjective. 

A  brief  review  of  the  noun,  with  special  reference  to 
the  difference  between  the  thing  and  the  name. 

Note.  — As  adjectives  may  be  arranged  in  pairs,  thus  bringing 
out  a  contrast,  it  may  be  well  to  make  use  of  this  fact  to  help  the 
lesson.  * 

1.  The  teacher  has  on  his  table  a  number  of  pairs  of 
objects ;  the  objects  making  up  each  pair  are  of  the 
same  kind,  but  are  the  opposite  of  each  other  with 
respect. to  some  quality  —  such  as  a  long  and  a  short 
pencil,  a  new  and  an  old  book,  a  large  and  a  small 
apple,  a  rough  and  a  smooth  stone,  etc. 

2.  The  teacher  presents  each  pair  to  the  class,  calling 
for  careful  observation,  until  the  pupils  see  the  differ- 
ence with  respect  to  a  certain  quality. 

3.  Laying  one  aside,  the  teacher  asks  the  class  for  a 
word  expressing  the  kind  or  sort  of  object  he  holds 
in  his  hand,  obtaining,  for  example,  "short  pencil." 
These  two  words  placed  on  B.B. 

4.  Presenting  the  other  object  of  the  pair,  the  teacher 
questions  the  class  in  a  similar  manner,  obtaining,  for 
example,  "long  pencil."    B.B.  as  before. 

5.  The  class  is  now  questioned  as  to  the  use  of  each  of 
the  new  words.  Each  word  of  the  pair  tells  the  kind 
or  sort  of  object  named  by  the  noun. 

6.  Bring  from  the  class  a  number  of  adjectives  in  pairs, 
according  to  the  same  plan.     B.B.  and  drill. 


> 


PLANS   FOR   GRAMMAR   LESSONS. 


16 


Generaliza- 
tion. 


Technical 
Term. 


Definition. 


Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


> 


The  class  is  led  to  see  that  all  the  new  words  are 
alike  in  one  particular  —  each  word  expresses  the  kind 
or  sort  of  object  named  by  the  noun.     Drill. 

1.  The  class  is  told  that  each  of  the  new  words  is  called 
an  adjective.    B.B.    Pupils  pronounce  and  spell. 

2.  Eeview  and  drill  as  before;  pointing  to  each  word, 
lead  the  class  to  call  it  an  adjective. 

3.  "Part  of  speech."     Further  explanation. 

The  class  is  called  on  to  give  a  simple  definition. 
Definition  is  written  on  B.B.  Class  thoroughly  drilled 
on  the  definition. 

As  given  in  plan  for  the  verb.  For  "verb"  read 
"adjective." 

THE   ADVERB. 

Some  words  are  used  to  express  hoiv,  when,  or  lohere 
an  action  is  performed.  A  word  of  this  class  is  called  an 
adverb. 

Brief  review  of  verb  and  action  — the  word,  and  the 
action  which  the  word  signifies.  Pupils  asked  to  aid  in 
lesson,  as  in  the  case  of  the  verb.  One  pupil  selected ; 
his  name  i)laced  on  B.B. 

1.  The  pupil  is  asked  to  walk  from  his  place  to  the 
^  teacher's  desk,  and  to  take  as  long  a  time  as  possible 

in  doing  so. 

2.  The  class  is  asked  to  give  the  word  which  tells  what 
the  pupil  did.  "Walked."  This  word  is  placed  on 
B.B.  to  make  a  statement  about  pupil.  "John 
walked."     What  part  of  speech  is  "  walked  "  ? 

3.  The  class  is  questioned  as  to  hoiv  the  walking  was  done 
—  how  John  walked.  Bring  out  the  word  "slowly." 
Sentence  on        \,  "John  walked  slowly."    [Should 


16 


PLANS   FOR   GRAMMAR   LESSONS. 


Generaliza' 
tion. 


Technical 
Term. 


Definition. 


Practical 

Exercipes. 


the  class  give  "slow"  instead  of  "slowly,"  correct 
without  comment.] 

4.  The  class  is  now  questioned  as  to  the  use  of  the  new 
word.     It  tells  how  the  action  is  performed.     Drill. 

5.  The  pupil  (who  has  been  sent  back  to  his  place)  is 
again  asked  to  walk  to  the  teacher's  desk,  and  to 
take  as  short  a  time  as  possible  in  ivaUcing  (not  run- 
nimj). 

().  As  in  3,  bringing  out  and  using  in  new  statement,  to 
be  placed  on  B.B.,  "quickly"  instead  of  "slowly." 

7.  As  in  4,  with  good  drill. 

8.  Bring  out  other  adverbs,  objectively,  as  far  as  possible ; 
for  example,  quietly,  neatly,  carelessly,  cheerfully,  etc., 
with  the  usual,  drill  on  each. 

The  class  is  led  to  see  that  all  the  new  words  are 
alike  in  one  particular  —  each  tells  how  an  action  is  per- 
formed.  Rapid  review  and  drill,  to  bring  out  the  com- 
mon characteristic. 

The  class  is  told  that  each  of  the  new  words  is  called 
an  adverb.  Technical  term  written  on  B.B.,  pronounced 
and  spelled  by  class. 

A  simple  definition  brought  from  the  class  as  usual. 
"  An  adverb  is  a  word  which  expresses  hoio  an  action  is 
done."    [See  note  below.] 

On  the  plan  of  those  suggested  under  "The  Verb," 
making  the  changes  needed  by  the  new  part  of  speech. 

Note.  —  In  another  lesson  the  class  may  be  taught  that  Certain 
words  express  when  an  action  is  performed.  This  may  be  done  by 
a  plan  similar  to  that  already  given.  Thpn  the  definition  will  be 
modified,  "  a  word  which  expresses  how  or  when  an  action  is  done." 
In  a  third  lesson  adverbs  expressing  where  may  be  presented  simi- 
larly and  the  definition  changed  accordingly. 

The  fact  that  an  adverb  sometimes  modifies  an  adjective,  and 
sometimes  another  adverb,  may  be  kept  out  of  sight  for  the  present. 


PLANS   FOR   GRAMMA U   LESSONS. 


17 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


THE  PRONOUN. 

Some  words  are  used  instead  of  nouns  to  avoid  repeat- 
ing the  noun.    A^word  of  this  class  is  called  a  pronoun. 

Review  "noun"  by  examples,  bringing  from  pupils 
proper  and  conimou  nouns,  but  making  no  mention  of 
this  distinction. 

1.  Teacher  writes  on  B.B.  a  sentence  in  which  the  nouns 
are  repeated,  no  pronouns  being  used;  for  example, 
"John  gave  John's  pen  to  James,  and  James  lent 
the  pen  to  Jane  to  write  Jane's  copy  with  the 
pen." 

2.  The  sentence  is  read  ^/  one  or  more  of  the  pupils. 

3.  The  sentence  is  taken  in  parts ;  for  example,  "  John 
gave  John's  pen  to  James."  This  part  is  re-written 
on  the  IIB.,  and  the  pupils  read  it. 

4.  The  class  is  now  questioned  as  to  whether  this  is  the 
usual  way  of  making  such  a  statement.  [The  class 
should  not  be  questioned  as  to  whether  this  is  the 
right  way.  It  is  right,  but  inconvenient  or  unusual. 1^ 
From  the  pupils'  knowledge  of  the  spoken  language, 
they  should  be  able  to  suggest  a  change  in  the  word 
John's.  Appeal  to  their  own  way  of  talking.  "John 
gave  his  pen  to  James." 

5.  Draw  a  stroke  through  the  word  John's,  putting  "his" 
over  it. 

6.  Bring  from  the  class  the  use  of  his :  it  stands  in  place 
of  the  word  "John's."     Why  the  change  ?     Drill. 

7.  Proceed  in  a  similar  manner  with  the  other  parts  of 
the  sentence,  the  pupils  making  the  necessary  changes. 
Good  drill  in  each  case. 

8.  Deal  similarly  with  another  sentence,  or  other  sen- 
tences, if  necessary. 


18 


PLANS    FOR   (iUAMMAU    LEH80N8. 


i 


Oenerallza- 
tion. 


Technical 
Term. 


Definition. 


Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


The  pupils  xm  led  to  see  that  uU  the  new  words  are 
alike  in  one  particular, — each  is  used  to  take  the  place 
of  a  noun,     lieview  and  drill. 

The  class  is  told  that  eijph  of  the  new  words  is 
called  a  pronoun.  B.B.,  pronunciation  and  spelling  aa 
before. 

A  simple  definition  is  drawn  from  the  class.  It  should 
he  in  keeping  vrith  the  function  of  the  pronoun  as  pre- 
sented to  the  class. 

1.  Sentences  on  B.H.,  similar  to  those  used  above;  pupils 
copy  and  substitute  pronouns  for  nouns  where  neces- 
sary. 

2.  A  page  or  pa^es  of  "Reader"  assigned;  pupils  pick 
out  pronouns. 

3.  "  Skeleton "  sentences  given  (pronouns  omitted) ; 
pupils  supply  pronouns. 

THE  PREPOSTTTON. 

Some  words  express  relation  between  things  (chiefly 
relation  of  place),  and  are  used  to  join  the  words  which 
express  these  things.  A  word  of  this  class  is  called  a 
preposition.     '  '  . 

Development  of  the  idea  expressed  by  "relation"; 
literally,  the  carrying  of  the  thought  from  'kw  thr.g  to 
another. 

1.  Teacher  places  a  book  on  the  table. 

2.  Ptipils  make  a  statement  as  to  where  the  book  is. 
Brvu;:>  ,v-;it  "The  book  is  on  the  table."  Bring  from 
tiiv'  'jiirs  luat  three  words  will  express  this,  "book  on 
tabk."     Place  these  three  words  on  B.B. 

3.  Teacher  holds  the  book  under  the  table. 


PLAT^d    FOR   ORAMMAH    LESaONS. 


19 


Generaliza- 
tion, 

Technical 
Term. 

Definition. 

Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


4.  Tupils  make  a  statement  about  new  position.  "  The 
book  is  under  the  table."  The  three  important  Words 
selected  and  placed  on  B.B.,  "  book  under  table." 

o.  Bring  from  the  class  the  fact  that  the  second  group 
of  words  shows  a  change  of  place. 

0.  Bring  from  the  class  the  word  which  shows  or  tells 
this  cJiange  of  place  — the  word  under. 

7.  Now  call  attention  to  on,  and  lead  the  pupils  to  see 
that  if  we  think  of  the  fMngs  book  and  table,  as 
spoken  of  above,  on  and  under  show  a  relation  of 
place  between  the  things,  and  the  words  "on"  and 
"under"  in  the  groups  of  words  join  the  words  book 
and  table. 

8.  Bring  from  the  class  such  groups  as  "book  at,  over, 
above,  near,  beside  the  table  "  ;  "  pencil  through  ring  "  j 
"  ball  from  hand  to  wall,"  etc.,  giving  good  drill. 

As  in  former  plans. 


■ .  Skeleton  sentences  ;  pupils  supply  prepositions. 

2.  Prepositions ;  pupils  place  them  in  sentences. 

3.  Pupils  pick  out  prepositions  from  page  of  "  Reader." 

THE  CONJUNCTION. 

Some  words  are  used  to  join  other  words,  or  to  join 
statements.    A  word  of  this  class  is  called  a  conjunction. 

Review  statement  and  word.  Lead  the  pupils  to  un- 
derstand "joining"  by  reference  to  the  cars  of  a  train, 
or  some  similar  illustration. 

1.  Teacher  writes  on  B.B.  the  following  sentences  :  — 
(a)  Oats  catch  mice ; 
(6)  Cats  catch  birds. 


ms^- 


20 


|I      'i 


Generaliza- 
tion. 

Technical 
lenn. 

Definition. 


PLANS   FOR   GRAMMAR   LESSONS. 

2.  Teacher  asks  for  a  shorter  way  of  telling  these  two 
stories,  obtaining  ''Cats  catcli  mice  and  birds." 

3.  Attention  called  to  the  change;  particular  reference 
to  the  new  relation  of  the  words  mice  and  birds;  they 
are  joined  or  linked  together. 

4.  Attention  called  to  the  word  which  joins  them  or 
links  them  —  anc^;  its  function,  it  joins  these  two 
words. 

o.  Other  illustrations  ;  as,  — 

(a)  John  came  to  see  us ; 
(^)  Mary  came  to  see  us. 

6.  Pupils  combine  as  before,  "John  and  Mary  came  to 
see  us." 

7.  Sentences  on  B.B. ;  thus, 

(a)  John  went  to  Toronto ; 

(b)  James  went  to  Toronto ; 

(c)  William  lid  not  go ; 

(d)  He  was  sick. 

8.  Lead  pupils  to  combine,  obtaining  the  following: 
"John  and  James  went  to  Toronto;  but  William  did 
not  go  because  he  was  siok." 

Note.  — It  is  quite  possible  that  in  combining,  the  pnpils  may 
use  and  a  second  time,  instead  of  but;  lead  them  to  see  that 
the  Idea  introduced  by  but  is  something  taken  aimy  from  the 
important  statement  rather  than  something  added;  therefore 
we  cannot  use  and. 

9.  Take  other  examples,  introducing  or  and  nor:  "John 
or  James  will  arrange  the  maps  after  school."  Lead 
the  class  to  see  that  if  this  order  is  given,  both  will 
remain  until  one  is  selected. 


As  in  former  nlans. 


K 


I 


PLANS   FOR  GRAMMAR   LESSONS. 


21 


Practical 
Exercises. 


? 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


(Generaliza- 
tion. 


1.  Pupils  pick  out  conjriictions  from  sentences  on  B.B., 
or  from  page  of  '*  Header." 

2.  Skeleton  sentences  ;  pupils  supply  conjunctions. 

THE  INTERJECTION.i 

Some  words  in  the  language  express  feeling  or  emotion 
(Joy>  pain,  sorrow,  surprise,  etc.).  They  do  net  combine 
with  other  words,  but  are,  as  it  were,  thrown  into  the 
sentence. 

A  review  of  the  statement,  with  special  reference  to 
how  it  is  made  up. 

1.  Teacher  sa/s  to  class,  "  Not  long  ago  I  heard  a  little 
boy  say  '  Hurrah ! '  " 

2.  The  class  is  questioned  as  to  how  the  boy  must  have 
felt  while  he  was  saying  this  word.  What  made  him 
say  it  ?  HoM'  did  he  say  it  ?  (The  class  say  it.) 
The  word  is  placed  on  B.B.,  with  exclamation  mark. 
Teacher  says,  "I  did  not  hear  the  boy  say  anything 
else,  but  I  knew  he  felt  glad,  joyful.  How  did  I 
know  ?  "  Bring  from  class  that  the  word  itself  makes 
this  known  to  us ;  that  it  expresses  this  joy. 

5.  The  class  is  questioned  as  to  the  feelings  of  a  person 
who  shouts  Oh  ! 

6.  Bring  from  them  that  this  word  expresses  pain,  pity, 
joy,  surprise. 

7.  Introduce  Ah!  Ps'iaw !  Help!  Hark!  Fire!  etc.,  in 
a  similar  way,  leading  the  class  to  see  that,  together 
with  special  words  expressing  feeling,  any  part  of 
speech  may  be  so  employed. 

Two  aspects  :  all  these  words  are  used  to  express  feel- 
ing, and  make  sense  of  themselves,  not  requiring  other 
words  to  heip  them  by  combining  with  them= 


3. 
4. 


1  For  the  ideas  on  which  this  plan  is  based,  the  author  is  indebted  to  the 
"Lessonu  in  English,"  by  Mrs.  Knox-Heath. 


•*tk«m.  ..mm^. 


22 


Technical 
Term. 

Definition. 

Practical 

Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment I. 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 


PLANS   FOR   GUAMMAR   LESSONS. 

•   As  ill  former  plans. 

PROPER  AND  COMMON  NOUNS. 

Certain  names  are  class  names,  and  are  thus  the  com- 
mon  property  of  all  the  individuals  of  the  class ;  other 
names  are  private  property,  and  are  thus  given  to  the 
individual  to  distinguish  him,  her,  or  it  from  tn«  others 
of  the  same  class.  A  noun  of  the  first  kind  is  called  a 
common  noun  ;  one  of  the  second  kind,  a  proioer  noun. 

A  brief  oral  drill  on  the  function  of  the  noun ;  class 
called  on  to  give  nouns  ;  idea  of  "common"  developed  — 
"  The  story  was  t^uite  common." 

1.  Class  questioned  as  follows ;  If  the  teacher  wishes  a 
boy  or  a  girl  to  close  the  door,  and  says,  "Boy,  close 
the  door,"  or  "Girl,  close  the  door,"  who  will  do  it? 

2.  The  pupils  are  led  to  see  that  any  boy  or  girl  in  the 
class  may  do  it,  because  the  name  boy  applies  to  every 
boy,  and  the  name  girl  applies  to  every  girl. 

.*3.  The  words  hoy  and  girl  are  thus  obtained  and  written 
on  the  B.B.  Cxood  drill  to  show  that  each  word  is  a 
class  name,  or  a  name  common  to  all  the  individuals  of, 
the  respective  groups. 

4.  Such  names  as  pupil,  scholar,  etc.,  obtained  in  a  simi- 
lar manner.     Drill. 

5.  Such  names  as  city,  2)rovince,  river,  etc.,  presented  in 
a  similar  manner.  Drill.  "Where  is  he?"  " He  is 
in  a  (•%."  What  information  will  this  give  ?  "Who 
has  my  book  ?  "  "  The  boy  (or  pupil)  has  your  book." 
What  information  does  this  give  ? 

■   As  in  former  plans. 


Practical 
Exercises. 

Develop- 
ment II. 


Generaliza 
tion. 

Technical 
Term. 

Definition. 

Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


PLANS   FOR   GRAMMAR   LESSONS. 
As  in  former  plans. 


23 


1.  Class  questioned  as  before :  If  the  teacher  wishes  a 
particular  boy  or  girl  to  close  the  door,  will  he  use 
the  word  hoy  or  the  word  girl  ?  No.  He  will  use  a 
particular  name ;  such  as  John,  Sam,  or  Mary. 

2.  These  names  are  obtained  from  the  class,  put  on  B.B., 
and  made  the  subject  of  drill,  as  usual.  Each  word  is 
the  name  of  an  individual,  or  one  particular  person  in 
the  class,  to  distinguish  him  from  the  other  persons 
of  the  class. 

3.  Such  names  as  Ottaiva,  Washington,  Ontario,  St.  Law- 
rence, Mississippi,  obtained  and  used  for  a  thorough 
drill. 

L  Bring  from  the  class  a  number  of  names  for  particular 
persons  and  places,  jind  drill  as  before. 

As  in  former  plans. 


Xow  contrast  the  two  kinds,  showing  difference,  and 
drill  on  distinguishing  one  kind  from  the  other. 

TRANSITIVE   AND   INTRANSITIVE  VERBS. 

Some  verbs  express  an  action  which  goes  out  or  over 
from  the  actor  or  doer  to  something  else ;  others  express 
an  action  which  does  not  go  out  to  anything,  but  remains 
with  the  doer.  A  verb  of  the  first  kind  is  called  a  tran- 
sitive verb ;  one  of  the  second  kind,  an  intransitive  verb. 

The  class  is  questioned  as  to  the  function  of  the  verb, 
with  special  relation  to  action;  examples  given,  with 
reasons;  drill  on  how  actions  are  named,  — from  break 
we  have  the  action  of  breaking;  from  throw,  the  action 
of  throwing ;  etc. 


24 


Develo 
ment 


f 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Develop- 
ment II. 


PLANS   h\)li   GliAMMAU   LESSONS. 


1. 
2. 


3. 


3. 


The  teacher  breaks  a  piece  of  glass. 
The  class  is  called  on  to  make   a  statement  about 
what  has  been  done,  -"The  teacher  broke  the  glass." 
(Change  to  breaks,  if  considered  necessary.)     ]}.B 
The  attention  of  the  class  is  now  cnlled  to  the  action 
breaking,  and  to  the  verb  wh'u^i  expresses  this  action' 
break.    Did  the  action  of  breaking  go  out  to  anything  v 
Yes;  to  the  glass.     (To  the  object,  glass.) 

4.  Drill.  The  action  expressed  by  broke  {breaks,  or  break) 
li^ent  out  to  the  thing  expressed  by  the  word  <,las,.  The 
verb,  therefore,  expresses  an  action  which  goes  out  to 
something. 

Note. -Some  teachors  now  introduce  an  example  of  the  in- 
transitive  verb,  and  tlms  contrast  both  kinds  at  once,  continu- 
uig  the  lesson  o|i  this  basis. 

5.  Other  illustrations, —  " struck  the  table,"  "threw  the 
ball,"  "lifted  the  book,"  "bent  the  rod," -all  of 
which  may  be  presented  objectively.  Drill  in  each 
case,  bringing  out  the  special  j)oint,  —  the  verb  ex- 
presses an  action  as  going  out  or  gone  out  to  some- 
thing. 

As  in  former  plans.  The  "Practical  Exercises"  may 
be  held  over  until  after  the  intransitive  verb  is  devel- 
oped, if  it  is  taken  separately. 

The  teacher  walks  along  the  platform. 

The  class  is  called  on  to  make  a  statement  about  what 

has  been  done,  - "  The   teacher  walks   or  walked." 

Attention  called  to  the  action,  walking,  and  to  the 
verb.  -  Did  this  action  of  walking  go  out  to  anything  9 
No ;  It  remained  with  the  doer  of  the  action. 
Note. -The  teacher  may  meet  a  difficulty  here.  The  pupils 
may  say  that  the  wallcing  goes  out  to  the  platjhrm.  lu  this 
case  we  can  but  try  to  lead  the  pupils  to  see  that  the  ^mlk. 


PLANS   FOR   GRAMMAR   LESSONS. 


25 


tlie 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Practical 
Exercises. 


inr/  does  not  go  out  to  the  platform  in  the  same  sense  as  the 
breaking  goes  out  to  the  glass.  On  account  of  this  difficulty, 
many  teachers  prefer  to  present  the  transitive  verb  as  one 
which,  of  itself,  does  not  make  amiplete  sense,  but  requires 
a  noun  or  pronoun  after  it  to  complete  the  sense ;  and  the 
intransitive  verb  as  one  which,  of  itsf-lf,  does  make  complete 
sense,  and  thus  requin-s  nothing  after  it  for  this  purpose. 
The  plan  given  here  is  based  on  the  literal  meaning  of  the 
terms,  a  meaning  wjiich  must  bo  presented  to  the  class  at 
some  time. 

4.  ])rill.  The  action  expressed  by  the  verb  walked  did 
not  go  out  to  anything  in  the  same  sense  as  the  action 
of  breaking,  striking,  throwing,  etc.,  went  out.  The 
verb  expresses  an  action  which  does  not  go  out  to 
anything  beyond  the  actor. 

6.  Other  illustrations,  bringing  out  such  verbs  as  how., 
smile,  laugh,  etc.  Drill  in  each  case,  leading  the  class 
to  see  that  the  verb  expresses  an  action  which  does  not 
go  out  to  anything. 


As  in  preceding  plans. 

1.  The  teacher  gives,  orally,  a  number  of  sentences  con- 
taining transitive  and  intransitive  verbs,  and  calls  on 
the  pupils  to  name  the  verb  in  each  case,  and  tell 
whether  it  is  transitive  or  intransitive,  and  why. 
Teach  r  places  on  B.B.  a  number  of  sentences ;  pupils 
copy  and  pick  out  verbs  of  each  kind. 
A  page  or  pages  of  the  Reading  Book  may  be  used 
for  the  same  purpose. 

The  pupils  may  be  required  to  make  sentences  con- 
taining transitive  or  intransitive  verbs.  * 


2 


26 


PLANS   FOR   GRAMMAR   LESSONS. 


I 


QUALITATIVE,   QUANTITATIVE.   AND    DEMONSTRATIVF 

ADJECTIVES. 

NoTH.-Some  teachers  present  all  three  kinds  in  one  lesson 
By  means  of  f,a-oups  of  sentences  (such  as  ne,v  book,  two  hooks  ov 
many  hooks,  this  book)  the  pupils  p,.  led  to  see  that  ir.  the  lira 
case  we  have  a  quality  expressed  ;  in  the  next,  number;  and  in  the 
last,  a  special  pointing  out.    Each  kind  may  be  made  the  subject 
of  a  special  lesson.    Thus  :  —  ^uuject 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


Generaliza 
tion. 

Technical 
Term. 

Definition. 
Practical 

T?  —  - J 

u-A-Ct  Vises . 


QUALITATIVE  ADJECTIVE. 

Of  adjectives,  some  express  a  quality  as  existing  in 
the  objects  named  by  the  nouns  to  wliich  these  adiec- 
tives  are  attached.  An  adjective  of  this  kind  is  called  a 
qualitative  adjectin^e. 

Develop  the  idea  of  "  quality."  "  He  had  many  good 
qualities."     What  meaning?     Give  other  illustrations. 

1.  Teacher  places  on  B.B.  a  sentence  or  phrase  contain- 
ing a  qualitative  adjective;  such  as  "tall  man  " 

2.  Pupils  pick  out  the  adjective  and  tell  why  it  is 'so  — 
it  is  joined  to  the  noun  for  a  purpose.  ' 

3.  By  questioning,  bring  from  the  'class  what  this  pur- 
pose is  It  is  joined  to  the  noun  to  express  a  q^cal^ty 
in  the  thing  named  by  the  noun,  -  "  tallness  "  in  the 
man.     Drill. 

4.  Take  other  examples,  such  as  "large  apple,"  "new 
book  "straight  stick,"  "swift  horse,"  "smooth 
board,  "coarse  paper,"  etc.  Bring  out  the  special 
point,  —  each  adjective  expresses  a  quality. 

As  in  preceding  plans. 


May  be  given  here  specially,  or  held  over  until  the 
three  kinds  of  adjective  are  learned;  thus  basing  these 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


PLANS   FOli  GllAMMAK   LESSONS.  27 

exercises  on  contrast.  If  given  here,  they  will  follow 
the  usual  plan,  -picking  out  qualitative  adjectives  from 
sentences,  oral  or  written,  and  making  sentences  contain- 
ing such  adjectives. 


QUANTITATIVE  ADJECTIVE. 

Of  adjectives,  some  express  number  or  quantity  with 
reference  to  the  object  named  by  the  noun.  An  adjec- 
tive of  this  class  is  called  a  quantitative  adjective. 

Develop  the  general  idea  of  "number"  and  "quantity." 
The  familiar  "how  many"  is  similar  in  meaning  to  "what 
nur^iher-  Illustrate.  The  familiar  "how  much"  is  equiv- 
alent  in  meaning  to  "what  quantity^'    Illustrate. 

1.  The  teacher  places  on  B.B.  two  phrases :  — 

large  apples ; 
two  apples. 

2.  The  attention  of  the  pupils  is  called  to  the  noun-  it 
IS  the  same  in  both  phrases.  The  same  object  or  thinq 
IS  spoken  of  in  both  cases. 

3.  The  attention  of  the  pupils  is  called  to  the  adjectives 
The  pupils  pick  them  out  and  tell  why  they  are  adjec- 
ww  /^"^,^"^  J^^^^^d  ^«  ^o^"^s  for  certain  purposes. 
What  does  the  first  adjective,  large,  express  ?     What 
IS  it  called  on  that  account  ? 

6.  Now  look  at  the  word  h,o.  Does  it  express  a  quality  f 
No.  Drill  0.1  this  point,  and  bring  from  the  elass  that 
It  expresses  "number."  Answers  to  the  question, 
"  how  many  ?  "    Drill. 

Take  other  illustrations  and  deal  with  them  in  a  simi. 
iar  manner. 

7.  Then  take  illustrations,  such  as  the  following ;  — 

great  heat  strong  heat 

more  heat  much  heat 


4. 


6 


28 


PLANS   FOR   GRAMMAR   LESSONS. 


Generaliza 
tion. 

Technical 
Term. 

Deflnition. 

Practical 
Bxercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


proceeding  as  before  to  bring  out  the  contrast  and  to 
show  the  function  of  the  new  kind  of  adjective. 

As  in  the  plan  f^r  the  Qualitative  Adjective. 
DEMONSTRATIVE  ADJECTIVE. 

Of  adjectives,  some  point  out  that  which  we  are  speak- 
ing of,  by  indicating  some  kind  of  relation  which  it  bears 
to  others,  or  to  the  speaker.  An  adjective  of  this  class 
is  called  a  demonstrative  adjective. 

Keview  the  general  function  of  the  adjective.  It  is  a 
word  joined  to  a  noun  to  limit  or  modify  its  meaning. 

Note.  — For  the  substance  of  the  following  Development,  the 
author  is  indebted  to  Mrs.  Knox-IIeath's  "  Language  Lessons." 

1.  The  teacher  places  one  of  his  own  books  on  his 
desk,  and  calls  upon  the  pupils  to  act  in  a  similar 
manner. 

2.  Teacher  now  questions  one  of  the  pupils  thus:  "Of 
all  the  books  I  see,  which  book  is  yours  ?  "  The  pupil 
will  answer,  "  This  book  is  mine." 

3.  Teacher  repeats  the  question  several  times,  proposing 
it  to  a  new  pupil  on  each  repetition  and  bringing  out 
the  same  answer,  "  This  book  is^  mine." 

4.  B.B.  and  drill,  —  hook  the  name  of  one  thing,  and 
this  showing  what  particular  book  is  meant  (the  one 
on  the  desk  of  the  particular  pupil  who  used  the 
words). 

5.  Teacher  again  questions  the  class :  "  Of  all  the  books 
on  desks,  what  book  is  mine  ? "  bringing  out  the 
answer,  "  That  book  is  yours." 

6.  B.B.  and  drill  as  before,  —  hook  the  name  of  one  thinff. 
and  that  showing  what  particular  thing  is  meant. 


PLANS  FOR   GRAMMAR   LESSONS. 


29 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Practical 

Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


7.  Compare  and  contrast  this  and  that  as  to  use.  Lead 
the  pupils  to  see  that  each  points  out  some  particular 
object  or  thing :  but  this  refers  to  an  object  near  the 
person  who  uses  the  word;  that,  to  an  object  more 
distant. 

8.  Teacher  puts  two  or  more  books  on  his  desk ;  pupils 
do  the  same. 

9.  These  and  those  brought  out  as  before,  and  dealt  with 
as  this  and  tJiat  were  dealt  with. 

10.  A  thorough  drill  on  the  four  words,  this,  that,  these, 
and  those. 


As  in  preceding  plans. 


PERSONAL,   RELATIVE,    INTERROGATIVE,   AND 
DEMONSTRATIVE   PRONOUNS. 

THE  PERSONAL  PRONOUN. 

Some  pronouns  tell  by  their  form  whether  they  stand 
for  the  name  of  the  speaker,  name  of  the  person  spoken 
to,  or  name  of  the  person  or  thing  spoken  of.  A  pronoun 
of  this  class  is  called  a  personal  pronoun. 

A  review  of  the  general  function  of  the  pronoun,  —- 
a  vord  used  instead  of  a  noun  or  name. 

1.  A  pupil  is  asked  for  his  name ;  this  name  is  placed  on 
the  B.B. 

2.  The  pupil  is  now  asked  to  make  some  statement  about 
himself.  He  will  use  /,  —  "I  came  to  school  this 
morning."     B.B. 

3.  The  class  is  now  questioned  as  to  the  boy's  name,  and 
led  to  see  clearly  that,  when  speaking  of  himself,  he 
does  not  use  his  name,  but  uses  /  instead. 


30 


PLANS  FOR   GRAMMAR  LESSONS. 


',  . 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Practical 
Exercises. 


Topic. 


4.  Call  upon  another  pupil  to  speak  of  himself.  He, 
too,  will  use  /.  Another  will  use  /.  KK  and  drill. 
Bring  from  the  class  the  statement  of  fact  that  1 
is  always  used  by  a  person  when  he  speaks  of  him- 
self. 

5.  Put  on  B.B.  "  /  always  stands  ^or  name  of  speaker, 
and  whenever  we  see  it,  we  knotv  at  once  some  one  is 
speaking  of  himself." 

6.  Obtain  we  in  a  similar  manner.  A  pupil  is  called  on 
to  speak  of  himself  and  another,  or  others.  He  will 
use  we.  B.B.  and  drill,  leading  up  to  the  fact  that 
the  speaker  uses  this  word  when  he  speaks  of  himself 
and  another,  or  others. 

7.  Teacher  hands  pupil  a  pencil,  and  says  to  that  pupil, 
"Tell  me  what  I  did  just  now."  The  pupil  will 
answer,  "  You  gave  me  a  pencil."  B.B.  Drill  on  yov 
and  me,  —  one  (you)  used  for  the  name  of  the  person 
spoken  to;  the  other  (me)  stands  for  name  of  speaker. 
A  new  word. 

8.  He,  she,  they,  them,  etc.,  brought  out  objectively  in  a 
similar  manner.  Thorough  drill  on  each  word,  to 
lead  the  class  to  see  that  by  the  form  of  the  pronoun 
we  can  tell  whether  it  stands  for  the  name  of  the 
speaker,  the  name  of  the  person  spoken  to,  or  the 
name  of  the  person  or  thing  spoken  of. 


As  in  preceding  plans. 


THE  RELATIVE  PRONOUN. 

Some  pronouns  relate,  or  cairy  the  mind  back,  to  a 
noun  going  before,  and  join  to  that  noun  a  modifying 
statement.  A  pronoun  of  this  class  is  called  a  relative 
or  conjunctive  pronoun. 


PLANS  FOR  GRAMMAR  LESSONS. 


81 


Introduc- 
tion. 

Develop- 
ment. 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Practical 
Exercises. 


Drill  on  functions  of  pronoun  and  conjunction. 

Note.  —  Some  teachers  adopt  the  synthetic  process  in  present- 
ing tills  kind  of  pronoun,  and  adopt  it  with  success.  Thus :  "  The 
general  was  killed.  He  took  Quebec. —  The  general  was  killed  and 
he  took  Quebec.  —  The  general  was  killed  loho  took  Quebec.  —  The 
general  loho  took  (Quebec  was  killed."  Who  takes  the  place  of  and 
he,  or  the  place  of  a  conjunction  and  a  pronoun.  By  a  number  of 
similar  illustrations  which  and  that  may  be  developed.  The  follow- 
ing is  an  analytic  plan  :  — 

1.  Sentence  on  B.B. :  '<  The  man  who  was  hurt  received 
a  large  sum  of  money." 

2.  The  class  is  called  on  to  pick  out  the  first  noun  and 
the  pronoun  which  stands  for  that  noun,  —  the  pro- 
noun who. 

3.  Drill  on  this  first  use  of  tvho.  Stands  for  or  carries 
the  mind  back  to  the  noun  man. 

4.  By  questioning,  lead  up  to  the  other  use  of  who.  Say 
to  the  class,  "  Suppose  one  of  you  were  sent  with  this 
money,  would  you  give  it  to  the  first  man  you  met  ? 
No;  a  particular  man  must  be  searched  for,  —  a  man 
who  was  hurt.  Then  who  brings  along  with  it  and 
connects  with  the  word  man  the  words  was  hurt,  to 
modify  its  meaning.  Therefore  who  is  a  connective  in 
this  case." 

5.  Drill  on  this  second  use  of  who  and  on  the  two  uses, 
—  pronoun  and  conjunction. 

6.  Take  other  examples  of  who  (its  restrictive  use  is  the 
best  for  this  purpose).  Introduce  which  and  that  in  a 
similar  manner. 


As  in  preceding  plans. 


82 


PLANS    FUK   GRAMMAR    LK880N8. 


m'> 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


Generaliza- 
tion. 


Technical 
Term 


Definition. 

Practical 

Exercises. 


THE  INTERROGATIVE  PRONOUN. 

Wio,  which,  whose,  iiiul  whom  Hometiines  helj)  in  jusk- 
iiig  (luo.stious.  When  thoy  do  this,  tlioy  are  called  inter- 
rogative  pronouns. 

Keviow  the  function  of  the  pronoun,  lieview  "state- 
ment" and  "question." 

1.  Place  on  V>^^.  an  interrogative  sentence:  "Who  is 
first  on  the  Honor  Roll  for  this  month  ?  " 

2.  The  pupils  read  the  question.  Their  attention  is 
called  to  it  as  a  whole,  —  to  what  it  does,  and  to  the 
fact  that  every  word  in  it  helps  to  that  end. 

3.  The  class  is  led  to  see  that  the  most  im.portant  word 
is  the  pronoun. 

4.  This  is  shown  by  the  fact  that  the  answer  to  the 
question  is  really  an  answer  to  the  pronoun  ;  and  that 
if  we  wish  to  repeat  the  question,  one  word  (the  pro- 
noun) will  do  this. 

5.  What,  then,  is  the  important  word,  and  why  ? 

6.  Other  examples  still  further  exemplifying  who  and 
introducing  which. 

7.  (At  the  discretion  of  the  teacher.)  Position.  These 
pronouns  are  not  always  found  in  the  beginning  of 
the  sentence :  "  With  whose  permission  did  he  leave  ?  " 
"  Of  whom  did  he  speak  ?  " 

Rapid  review.  All  these  words  are  alike  in  this: 
each  is  the  most  important  word  in  the  question,  as  it 
is  upon  it  the  question  turns. 

The  class  is  told  that  the  pronoun,  having  the  post  of 
honor  in  the  sentence,  receives  as  its  own  name  the  name 
of  the  sentence  —  interrogative. 

J   As  in  former  plans. 


J  f 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


PLANS   FOR   OUAMMAIl   LKS80N8. 


THE   DEMONSTRATIVE   PRONOUN. 


88 


N(.TK.-Tlii«  will  be  taken  as  a  type  of  the  Ho-called  adjective 
pronoiuiH-tho  so-called  possessive,  distributive,  demonstrative 
and  indefinite  pronouns.  * 

When  the  domonstrative  adjective  is  used  alone,  or 
without  tlie  noun  which  it  inodiHes,  it  is  called  a  demon- 
strative pronoun. 

NoTK.  — Of  late,  grammarians  are  inclined  to  rail  he,  she  and 
it,  demonstrative  pronouns.  There  is  no  special  advantage  gained 
by  removing  he  anil  she  from  the  class.  Personal  J»ronoun. 

Review  noun,  adjective,  and  pronoun.  Show  clearly 
that  the  adjective  is  almost  always  joined  to  a  noun,  and 
that  the  pronoun  stands  alone. 

1.  Place  on  B.B.  a  sentence  obtained  objectively  j  such 
as  "  This  book  is  new." 

2.  Review  use  of  this  in  the  sentence.  It  is  a  demonstra- 
tive or  "pointing  out"  adjective,  modifying  the  mean- 
ing of  the  word  book. 

3.  Ask  the  class  whether  the  statement  may  be  shortened 
by  the  omission  of  any  word  or  words.  Bring  out  the 
form  "  This  is  new." 

4.  Drill.  What  word  is  omitted?  What  part  of  speech ? 
What  was  the  use  of  the  remaining  word  before? 
What  is  its  use  now  ?  It  has  not  the  noun  after  it, 
but  makes  sense  of  itself. 

Note.  —  This  is  really  the  only  reason  why  these  words  are 
calk'd  pronnnns^—a  name  to  which  they  have  little  or  no 
claim,  —  because  they  do  not  make  sense  of  themselves.  The 
mind  either  supplies  the  noun  or  a  gesture  takes  the  place  of 
the  noun.  All  these  words  should  be  placed  in  the  Adjective 
class,  and  should  be  kept  there. 

5.  Give  numerous  examples,  bringing  out  that,  these,  and 
those,  showing  in  each  case  that  the  demonstrative 


»?:"lI1»-.-:-".-S3 


34 


Generaliza- 
tion. 

Technical 
Term. 


Definition. 

Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


I  i 


PLANS   FOR   GRAMMAR   LESSONS. 

adjective  may  be  used  without  its  noun  and  we  may- 
understand  what  is  meant. 

As  before. 

When  the  demonstrative  adjective  is  used  without  its 
noun,  we  call  it  a  demonstrative  pronoun. 

As  before. 

As  in  former  plans. 


ADVERBS   OF    PLACE,    TIME,    MANNER,   MEASURE, 

OR    DEGREE. 

Of  adverbs,  some  express  the  place,  some  the  time, 
some  the  manner  in  which  an  action  is  performed ;  others 
express  the  measure  or  degree  of  action  or  quality  as 
suggested  by  a  verb,  an  adjective,  or  an  adverb.  Adverbs 
are  thus  divided  into  adverbs  of  place,  adverbs  of  time, 
adverbs  of  manner^  adverbs  of  measure  or  degree. 

ADVERBS    OF    PLACE. 

[Taken  as  a  Type  Lesson.] 

Review  general  use  of  adverb,  —  it  is  joined  to  a  verb, 
adjective,  or  adverb  to  modify  its  meaning. 

I- 

1.  Place  on  B.B.  a  sentence  such  as  the  following :  "  My 
brother  works  here." 

2.  Bring  from  the  class  the  verb  and  the  action  expressed 
by  it. 

3.  What  is  the  adverb  in  this  sentence  ?     Here. 

4.  To  what  word  is  here  joined?  What  is  its  use? 
Bring  from  the  class  that  it  tells  the  place  of  the 
action,  or  the  place  in  which  the  action  is  performed. 

5.  Drill.     This  adverb  expresses  place. 


PLANS   FOi,  GRAMMAR   liESSONS. 


85 


Summary 

of 
Review. 

Technical 
Term. 

Definition. 


Practical 
Exercises. 


6.  Take  other  illustrations,  in  the  form  of  sentences,  con- 
taining yonder,  hack,  forward,  out,  hither,  hence,  omit- 
ting, for  the  present,  adverbs  that  may  be  used  as 
prepositions. 

Note.  —  If  the  teacher  desires  it,  all  the  sub-classes  may  be 
presented  in  one  lesson.  In  this  case,  we  would  now  generalize  on 
the  adverbs  of  place,  and  proceed  with  examples  of  adverbs  of 
time,  dealing  with  them  in  a  similar  manner  and  generalizing  at  the 
close  of  the  examples.  The  other  sub- classes  would  be  taken  up 
in  order. 

Some  adverbs  express  place;  some,  time;  etc.  We 
have,  therefore,  — 

Adverbs  of  place,  of  time,  etc. 

As  usual. 

1.  Oral  exercise.  Teacher  makes  sentences  ;  pupils  pick 
out  adverbs  and  sub-classify. 

2.  Sentences  on  B.B.  or  in  Reading  Book  used  for  "pick- 
ing out "  adverbs  and  sub-classifying. 

3.  Skeleton  sentences  ;  pupils  supply  adverbs. 

4.  Pupils  make  sentences  containing  each  kind  of  adverb. 


''SJtmmmmmmimt0tixmk 


36 


PLANS   FOR  GRAMMAR  LESSONS. 


INFLEXIONS. 


\ 


f 


NUMBER. 


I 


Topic. 


If'! 

1^  i  I 


Introduc- 
tion. 


Develop- 
ment. 


Hi 


Note.  — As  it  is  exceedingly  difficult  to  give  a  strictly  logical 
definition  of  these  terms,  Number,  Gender,  Case,  Mood,  Tense,  etc., 
it  is  just  as  difficult  to  give  a  concise  topic  for  lessons  used  to  pre- 
sent these  terms  to  a  class.  It  is  much  more  easy  to  say  "  When 
a  noun  names  one  object  of  a  class,  that  noun  is  said  to  be  in  the 
singular,  or  of  the  singular  number,  or  is  said  to  have  the  singular 
number,"  than  to  say  logically  what  the  singular  number  is.  Mod- 
ern grammars  make  defining  no  easier  than  bei  re  ;  and  it  must  be 
said  that  many  of  the  so-called  definitions  are  not  definitions  in 
the  strict  sense  of  the  word.  In  these  cases,  therefore,  the  teacher 
must  fall  back  on  the  "  function  "  or  "property  "  or  "  description  " 
involved  in  these  terms,  and  have  the  pupils  define  them  indirectly. 

There  are  certain  noun  forms,  each  of  which  names 
one  object  of  the  class  represented  by  the  noun ;  there 
are  otherS;  each  of  which  names  more  than  one  of  the 
class  represented  by  the  noun.  This  "  property  "  in  the 
noun  is  called  its  number.  A  noun  of  the  first  kind  is 
called  a  noun  of  the  singular  number ;  one  of  the  second 
kind,  a  noun  of  the  plural  number. 

Review  the  function  of  the  noun.  Lead  the  class  to 
see  that  a  noun  may  name  a  single  object  or  a  group  or 
collection  of  objects. 

1.  Hold  up  an  object  before  the  class ;  obtain  the  name 
(for  example,  hook)  ;  place  name  on  B.B. 

2.  Question.    How  many  things  are  named  by  this  word? 
or,  How  many  objects  of  the  class   honh  (using  the 
class  name  thus)  are  mentioned  by  this  noun  ?     One 
Drill. 


it^ 


^ 


K 


i 


PLANS  FOR   GRAMMAR   LESSONS. 


87 


i)f 


k' 


Generaliza- 
tion. 


.!'■ 


Technical 
Term. 


K 


Definition. 


3.  Several  objects  presented  thus  singly:  the  name  is 
brought  from  the  pupils  in  each  case.  B.B.  and  drill 
on  each  name,  bringing  out  clearly  that  each  names 
but  one  of  the  objects  of  the  class  of  objects  repre- 
sented by  the  noun.     Place  names  in  a  column. 

4.  Rapid  review,  going  over  all  these  names,  leading  class 
to  see  the  one  common  characteristic,  —  each  names 
one  thing. 

5.  A  collection  of  objects  of  the  same  kind  presented  to 
the  class  (objects  diiferent  f  ..om  those  used  before  will 
bring  in  greater  variety).  The  pupils  are  called  on 
to  give  one  word  that  will  name  the  collection:  say, 
pens.     B.B. 

G.  Question  as  before.  For  how  many  things  does  this 
name  stand?  or,  How  many  of  the  class  (using  class 
name)  are  named  by  this  word?  Bring  from  the 
pupils  the  expression,  "  more  than  one." 

7.  Several  names  of  collections  obtained  and  dealt  with, 
in  a  similar  manner. 

8.  Eapid  review,  as  in  4. 

All  the  words  in  both  columns  are  considered  in  the 
light  of  "how  many  things  they  name."  The  words  of 
one  column  name  single  objects ;  the  words  of  the  other 
column  name  collections  of  objects.  « 

Tell  the  class  that  this  property  or  characteristic  in 
the  word  is  called  its  "  number " ;  and  that  when  we 
think  of  a  word  as  standing  for  or  naming  one  thing 
or  more  than  one,  we  arc  said  to  be  thinking  of  its 
"  number." 

Bring  from  the  class  a  general  definition  of  "number," 
in  the  light  of  the  preceding.  Then  it  will  be  easy  to 
distinguish  oetween  the  singular  and  the  plural  and  to 
give  these  new  names. 


38 


PLANS   FOR   GRAMMAR   LESSONS. 


Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


1.  Teacher  gives  a  number  of  nouns  orally ;  pupils  tell 
the  "number"  of  each. 

2.  A  list  of  nouns  on  B.B. ;  pupils  copy  and  make  two 
lists,  according  to  difference  in  "  number." 

3.  Kouns  selected  from  a  page  or  passaj^e  of  the  Read- 
ing Book  may  be  dealt  with  similarly. 

4.  The  pupils  are   asked  to  supply  examples   of  each 
kind. 

GENDER. 

Some  nouns  are  the  names  of  living  things  (that  is, 
of  human  beings  and  other  animals) ;  others  are  names 
of  things  without  Mfe.  Nouns  of  the  first  kind  are  said 
to  have  gender;  those  of  the  second  kind  are  said  to 
have  no  gender.  Of  nouns  having  gender,  those  naming 
beings  of  the  male  sex  are  said  to  be  of  the  masculine 
gender;  those  naming  beings  of  the  female  sex,  feminine 
gender. 

Note.— The  term  "neuter"  should  be  banished  from  the 
vocabulary  of  grammatical  terms. 

Review  the  function  of  the  noun  as  a  naming  word,  — 
naming  things  with  life,  and  things  without  life 


1. 


A  number  of  nouns  are  placed  on  the  B.B.  (these 
nouns  include  in  nearly  equa\  numbers,  masculine 
nouns,  feminine  nouns,  and  nouns  without  gender). 
For  the  present  lesson  the  gender  nouns  will  be  names 
of  human  beings  only.  Nouns  should  be  placed  in  one 
column  and  arranged  promiscuously  as  regards  their 
gender. 

The  pupils  are  called  on  to  separate  and  classify.  The 
teacher,  at  their  suggestion,  places  in  one  column  names 
of  living  things ;  in  the  other,  the  remaining  names, 
which  are  names  of  inanimate  objects. 


PLANS   FOR   GRAMMAR   LESSONS. 


89 


Generaliza- 
tion 
(in  part) 


Definition. 


Generaliza- 
tion 
(in  part) 

and 

Technical 

Terms. 


Practical 
Exercises. 


3.  Rapid  drill,  calling  attention  to  this  distinction,  point- 
ing to  each  noun.  All  the  nouns  in  one  column  are 
names  of  living  beings  ;  all  in  the  other  are  names  of 
things  without  life. 

4.  The  class  is  now  told  that  the  names  or  nouns  in  the 
first  column  (the  names  of  living  beings)  are,  on  that 
account,  said  to  have  gender;  the  others  are  said  to 
have  no  gender. 

5.  Good  drill  on  this  distinction ;  and  a  definition  of 
"  gender"  may  be  drawn  from  it  again  in  indirect  form  : 
"A  noun  is  said  to  have  gender  if  it  is  the  name  of  a 
living  thing;  and  is  said  to  have  no  gender,  if  it  is  the 
name  of  something  having  no  life."  Or,  "  When  we 
think  of  a  noun  as  naming  some  living  thing,  we  are 
said  to  think  of  its  gender." 

6.  Place  as  the  "headings"  of  two  new  columns  the 
words  "man"  and  "woman." 

Note. — Instead  of  these  headings,  the  teacher  may  place  the 
following :  "  Names  of  beings  of  the  male  sex  "  ;  "  Names  of 
beings  of  the  female  sex."    The  form  in  6  is  preferable. 

7.  The  pupils  are  now  called  on  to  divide  the  words  of 
the  "gender-noun"  column  into  two  classes,  —  those 
corresponding  to  the  word  "  man  "  being  placed  under 
this  word  ;  those  corresponding  to  the  word  "woman" 
being  placed  under  this  word. 

8.  Class  is  led  to  see  that  words  in  both  these  new  columns 
have  gender;  and  is  told  that  words  in  the  column 
headed  "  man  "  are  said  to  be  of  the  7nasculine  gender ; 
those  in  the  column  headed  "  woman  "  are  said  to  be 
of  the  feminine  gender. 

Similar  to  those  suggested  in  plan  for  presenting 
"  Number." 


1 


40 


Tftpic. 


!i 


Introduc- 
tion. 


Develop- 
ment. 


PLANS   FOR   GRAMMAR   LESSONS. 

CASE. 

Note. —A  modern  grammarian  uses  the  term  "Subjective 
Nominative."  It  is  to  be  regretted  that  he  has  not  gone  farther, 
and  thus  lend  the  weight  of  his  authority  to  the  term  "Objective 
Nominative."  The  term  nominative  has  nothing  in  the  etymology 
of  the  word  to  restrict  it  to  the  place  of  the  subject.  It  means,  liter- 
ally, the  name  (the  unchamjed  name).  If,  therefore,  we  agreed  to 
limit  the  use  of  the  word  nominativo  *o  the  np/'hanged  name,  no 
matter  what  its  position,  we  could  vo  "cases""  of  tllo  un- 

changed name,— the  snhjective  nom:  .  ve  (the  unchanged  name 
used  as  a  subject)  and  the  objective  nominative  (the  unchanged 
name  used  as  the  object  of  a  transitive  verb,  or  of  a  preposition). 
Usage,  of  course,  makes  the  combination  "objective  nominative" 
appear  a  contradiction  of  terms;  but  it  is  usage  alone  which  does 
this :  etymology  does  not  show  any  inconsistency.  Together  with 
these  two  cases  of  the  unchanged  name,  we  would  have  one  case  of 
the  changed  name,  —the  possessive. 

A  noun  when  used  in  a  statement  or  other  group  of 
words  is  generally  related  to  some  other  word  in  the 
group.  This  relation  we  call  case,  of  which  there  are 
three  kinds,-— the  nominative  Case,  the  objective  Case, 
and  the  possessive  Case. ' 

Note.  —  A  separate  plan  for  each  case  will  follow ;  but  in  this, 
as  in  all  preceding  and  in  all  succeeding  plans,  the  analytic  process 
may  be  adopted,  and  by  illustrations  the  three  cases  may  be  pre- 
sented in  one  lesson.  For  example,  I  may  place  on  the  B.B.  the 
following,  and  a  number  of  like  sentences :  "John's  father  killed  a 
bear."  I  can  easily  develop  the  relation  of  "  father,"  "  bear,"  and 
"  John's."     Call  tliese  relations  cases,  and  name  these  cases' 

Review  or  develop  the  idea  of  "relation"  with  refer- 
ence to  words,  — "John  reads."  The  word  "John"  is 
related  to  the  word  "reads."  They  make  sense  when 
taken  together. 

NOMINATIVE   CASE. 

1.  Sentence  consisting  of  noun  and  verb  placed  on  the 
■^•B.,  —  ■■  John  reads." 


il 


PLANS   FOR   GRAMMAR   LESSONS. 


41 


the 


.     I 


Generaliza- 
tion. 


Technical 
Term. 


Definition. 


Practical 
Exercises. 


2.  Class  pick  out  aiul  distinguish  subject  from  predicate ; 
and  they  will  pick  out  the  noun  as  the  subject  of  the 
verb. 

3.  What  part  of  speech  is  the  subject  ?  What  is  the  use 
of  this  noun  in  the  statement  ?  With  what  word  is 
it  connected  ?  To  what  word  is  it  related  ?  What  is 
the  relation  ?  It  is  related  to  the  verb  by  being  its 
subject. 

4.  Build  up  from  "related  as  subject"  the  expression 
"  subjective  relation."     The  noun  is  in  the  subjective 

•relation  to  the  verb.     Drill. 

5.  Take  a  number  of  examples,  dealing  with  them  in  a 
similar  manner,  and  with  thorough  drill,  —  each  noun 
is  in  the  subjective  relation  to  the  verb. 

Rapid  Review.  All  these  nouns  are  in  the  subjective 
relation  to  the  verb. 

Tell  the  pupils  that  to  express  this  relation  to  another 
word,  we  say  the  noun  has  case,  meaning,  thereby,  relation. 
Drill.  This  noun  (pointing  to  first  noun)  has?  Case. 
This  noun  (pointing  to  second  one)  has?  Case;  etc. 
What  case  ?  The  subjective  case.  Tell  the  pupils  that, 
instead  of  saying  subjective  case,  we  say  nominative  case. 
Good  drill  on  this  name.     Write  it  on  B.B. 

Obtained  from  the  pupils  in  the  usual  way ;  a  hint  is 
given  that  "  nominative  case  "  may  include  other  forma  of 
relation,  forms  which  the  pupils  will  loam  later. 

1.  Sentences  on  B.B.  (no  case  used  other  than  nomina- 
tive). Pupils  pick  out  examples  of  nominative  case, 
and  tell  why. 

2.  Reading  Book  used  for  same  purpose. 

3.    Pupils  make  up  sentences  COnt;a.inintr  nmin«  in  n/^miTiQ- 

tive  case. 


42 


PLANS   FOR   GRAMMAR   LESSONS. 


Introduc- 
tion. 


Develop- 
ment. 


Introduc- 
tion. 


Develop- 
ment. 


(( 


OBJECTIVE   CASE. 

Develop    the    general    idea    expressed    by   the   word 
object,"  anything  in  the  way  of  sight,  touch,  action,  etc. 

1.  Place  on  B.B.  sentence  containing  transitive  verb 
with  object,  —  "  John  broke  the  stick." 

2.  The  class  give  the  word  expressing  the  action,  and  the 
word  naming  the  thing  or  object  (use  this  word)  acted 
upon. 

3.  The  idea  of  grammatical  object  is  then  developed,  care 
being  taken  to  distinguish  the  object  of  the  action 
from  the  object  of  the  verb,  —  the  thing  from  the 
name  of  the  thing.     Thus : 

4.  What  part  of  speech  is  the  object  of  the  verb  ?  What 
is  the  use  of  this  noun  in  the  statement  ?  With  what 
word  is  it  connected  ?  To  what  word  is  it  related  f 
What  is  the  relation?  It  is  related  to  the  verb  as  its 
object.     Drill. 

5.  Take  other  examples,  etc. 

Note.  —  The  plan  will  now  be  followed  out  in  a  manner  similar 
to  that  set  down  for  the  nominative  case ;  and  it  may  be  shown 
that  the  objective  relation  of  the  noun  may  sometimes  depend  on  a 
pi'eposition. 

POSSESSIVE    CASE. 

The  ideas  presented  by  the  words  "possessor"  and 
"  possession  "  are  presented  to  the  class  in  a  general  way. 

1.  The  teacher  gets  an  article  belonging  to  one  of  the 
pupils. 

2.  Bring  from  the  class  a  statement  showing  to  whom  it 
belongs,  —  "  That  is  John's  book." 

3.  The  object  is  placed  on  the  teacher's  desk.  The  class 
is  asked  to  make  a  statement,  telling  where  John's 
book  is.  "  John's  book  is  on  the  table "  {or,  "  John's 
book  is  on  the  teacher's  desk"),  thus  giving  two  pos- 


Ge: 

Tei 
1 

De; 
Pri 
Ex 


To] 


PLANS   FOR  GRAMMAR   LESSONS. 


43 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Practical 
Exercises. 


Topic. 


sessive  forms  (although  perhaps  one  form  is  enough 
for  the  time  being).  This  form  is  written  correctly  on 
B.B. ;  that  is,  the  possessive  form  is  correctly  marked 
by  the  teacher,  without  any  comment. 

4.  Review  the  nouns  in  this  sentence,  —  John^s,  book, 
table. 

6.  The  teacher  points  to  the  word  John's,  and  questions 
the  class  as  to  who  is  named  by  this  word.  The  class 
will  point  out  the  boy  who  is  thus  named. 

6.  Ask  John  to  go  to  the  B.B. ;  ask  him  to  write  his 
name  as  he  usually  writes  it.  He  will  write  it  thus : 
John. 

7.  The  class  is  now  led  to  see  the  difference  in  form 
between  the  two  words.  Each  of  them  names  the  boy, 
but  in  the  case  of  John's  a  change  is  made  to  show 
that  the  person  is  spoken  of  as  a  possesso7\     Drill. 

8.  Talk  with  the  class  on  the  way  in  which  the  change 
is  made. 

9.  Use  other  examples  in  the  singular,  with  good  drill  in 
each  case. 

Note.  —  This  may  be  enough  for  one  lesson ;  but  the  teacher 
may,  at  his  discretion,  introduce  the  plural  form,  marked  in  the 
possessive  by  the  apostrophe  only. 


As  in  two  preceding  plans. 


COMPARISON  OF  ADJECTIVES. 

Two  objects  of  the  same  kind  and  having  a  common 
quality  may  be  compared  so  as  to  find  out  which  has 
more  of  the  quality  than  the  other.  Three  or  more 
objects  of  the  same  kind  and  having  a  common  quality 
may  be  compared  so  as  to  find  out  which  of  them  has 
most  of  the  quality.     To  express  this  "more"  of  the 


44 


PLANS   FOR   GRAMMA II   LESSONS. 


Introduc- 
tion. 


Develop- 
ment. 


ni 


quality  or  "  most "  of  the  quality,  tlie  adjective  express- 
ing the  quality  is  changed.  Tlio  adjective  thus  changed 
is  .said  to  be  cor  ,ared,  and  the  changes  are  called  degrees 
of  comparison,  of  which  there  are  three,  —  the  j^ositive 
degree,  the  comparative  degree,  and  the  superlative  de- 
gree. 

Note.  —  It  is  the  objects  which  are  "compared,"  but  tliis  tenn 
is  transferred  to  the  word  or  adjective. 

Review  definition  of  qualitative  adjective ;  bring  out 
ideas  underlying  comparison,  contrast,  and  degree. 

1.  Draw  a  long  line  on  B.B. 

Note. — This  phiii  will  develop  long,  longer,  and  longest.  Broad, 
broader,  and  broadest  may  be  used  very  conveniently  for  a 
first  lesson.  By  means  of  two  pieces  of  ribbon  —  a  narrow 
one  and  a  broad  one  —  the  idea  of  broad  may  be  brought 
out ;  then  the  lesson  may  proceed  in  a  manner  somewhat 
similar  to.  the  following  development,  which  uses  long. 

2.  Bring  from  the  class  the  statement  that  it  is  a  long 
line.  (By  contrast  with  a  short  one  in  case  of  diffi- 
culty.) 

3.  Draw  another  long  line,  the  same  length  as  the  first 
line. 

4.  Covering  first  line,  bring  from  the  class  the  statement 
that  the  second  line  is  a  long  line. 

5.  The  class  is  next  led  to  see  that  both  lines  have  same 
length;  each  is  a  long  line;  both  are  long  lines;  both 
have  same  length.     Good  drill. 

6.  Rub  out  second  line  and  draw  a  new  line  for  No.  2,  — 
a  line  somewhat  longer  than  the  first. 

Note.  —  It  has  been  suggested  that,  instead  of  rubbing  out  the 
second  line  and  putting  in  a  nexo  one  longer  than  either  of 
the  first  two  lines,  the  old  line,  No.  2,  may  be  prolonged, 
thus  making  it  longer  than  No.  1.  8ome  teachers  prefer  the 
plan  given  above. 


G( 


Mi 


PLANS  FOit   QP\MMAR   LESSONS. 


46 


Generaliza- 
tion. 


xCCnnicai 
Term. 


7. )  As  in  4  and  />,  with  tho  necessary  omissions  from  6 ; 

8.  ithus,  "each  is  a  lon^  line;  both  are  long  lines." 

9.  The  class  is  now  called  on  to  compare  the  lines  as  to 
lenprth.  Have  these  two  lines  the  same  length  ?  If 
they  have  not  the  same  length,  how  shall  we  state 
this  fact  ?  The  pupils  will  say,  "  They  are  not  the 
same  length,"  or,  "  One  is  longer  than  the  other,"  or, 
"  The  second  line  is  longer  than  the  first." 

10.  Bringing  the  words  from  the  pupils,  the  teacher  puts 
the  words  "long  line"  opposite  first  line,  at  the  left; 
and  "longer  line"  opposite  second  line  to  the  left. 

11.  Draw  a  third  line,  the  longest  of  the  three,  and 
develop  as  before,  —  it  is  a  long  line ;  then,  the  first 
is  a  long  line,  the  second  is  a  long  line,  the  third  is  a 
long  line;  but  the  third  is  the  longest  line. 

12.  Write  (pupils  tell  the  words)  "longest  line "  opposite 
third  line,  at  the  left. 

13.  Drill.  Why  did  we  say  longer  line  in  the  second  case  ? 
Because  the  second  line  has  more  of  the  quality  of 
"  longness  "  or  length  than  the  first  line.  Why  did 
we  say  "  longest  line  "  in  the  third  case  ?.  Because 
the  third  line  has  most  of  the  quality  of  "  longness  " 
or  length. 

14.  The  teacher  present:;  other  illustrations,  objectively, 
such  as,  tall,  high,  deep,  rough,  etc. 

15.  Now  call  the  attention  of  the  pupils  to  the  change  in 
the  form  of  the  adjective,  and  to  why  this  change  is 
made.  {How  it  is  made  may,  or  may  not,  be  referred 
to  in  this  first  lesson,  the  special  point  being  the  fact 
that  a  change  is  made. 

Each  of  these  adjectives  is  changed,  and  changed  for  a 
certain  purpose. 

We   call   this   change   comparison  (B.B.),  and  each 
change  ac  it  is  made  is  called  a  degree  or  step  in  the 


46 


PLANS   FOR   GRAMMA II    LESSONS. 


Deflnition. 

Practical 

Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


■ 


comparison,  thus   giving  us   three  degrees  or  steps, 
positive,  comparative,  and  superlative. 


>   As  in  former  plans. 


INFLEXIONS    OF    THE    VERB,- VOICE,    MOOD, 

AND    TENSE. 

VOICE. 

With  a  certain  form  of  the  verb,  its  subject  names  the 
actor,  or  doer  of  the  action ;  with  another  form,  the  subject 
names  the  object  or  thing  acted  upon.  This  property  of 
the  verb  (or  change  in  its  form)  is  called  voice;  Jie  first 
form  being  called  the  active  voice ;  the  second,  the  pas- 
sive voice. 

Note.  — In  the  "active  voice"  the  thing  named  by  the  subject 
of  the  verb  is  active,  that  is,  doing  something;  in  the  "passive 
voice,"  the  thing  named  by  the  subject  is  passive,  that  is,  doing 
nothing,  hut  havintj  something  done  to  it.  These  active  and  passive 
states  of  the  things  spolcen  of  give  the  names  to  the  verbs. 

Every  transitive  verb  suggests  three  things, —  an 
action,  an  ajtor,  and  a  thing  acted  upon ;  and  the  state- 
ment made  by  the  transitive  verb  includes  three  things,  — 
a  subject,  a  verb,  and  an  object  of  the  verb. 

Note.  —  Care  must  be  taken  in  this  lesson  to  distinguish  care- 
fully between  words  and  things.  For  example,  do  not  allow  the  fol- 
lowing: "The  subject  of  the  verb  is  the  actor,"  or,  "The  object  of  the 
verb  is  acted  upon."   The  subject  of  the  verb  names  the  actor,  etc. 

1.  Sentence  on  B.B.  This  sentence  will  have  a  transitive 
verb,  with  object, —  "John  broke  the  window." 

2.  The  class  is  questioned  as  to  what  the  action  is,  and 
who  performs  it.  The  action  of  breaking,  and  John 
(the  person,  John)  peforms  the  action. 

3.  Attention  is  called  to  the  verb  and  its  subject.  The 
verb  broke  has  for  its  subject  the  noun  John.  Bring 
this  from  class  by  questioning. 


Gen 


II 


Tec 
T 


ref 


Pra( 
Exe 


PLANS    FOR   QUAMMAU    LESSONS. 


47 


Generaliza- 
tion. 


Technical 
Term. 


Ceflnitlon. 


Practical 
Exercises. 


4.  The  class  is  led  to  see  that  with  this  form  the  subject 
of  the  verb  luiraes  the  actor  or  doer  of  the  action 
Drill. 

6.  The  form  is  now  changed  by  the  teacher,  or  by  the 
teacher  with  the  help  of  the  pupils. 

Note.  —  It  is  not  well  to  ask  the  pupils  to  make  the  complete 
change.  It  will  be  only  gueas  work  with  them.  The  teacher, 
as  has  been  suggested,  may  do  this  work,  or  have  the  pupils 
complete  the  sentence  when  the  teacher  writes  the  new  suhject 

on  the  B.H.,  —  "  The  window ."     Say  to  the  class,  "  Whav, 

statement  may  we  make  about  the  window  ?  "     Even  in  this 
case  the  pupils  may  not  see  the  point. 

The    form    is    now,    "The   window   was    broken   by 
John." 

6.  The  class  is  led  to  see  that  with  this  form  the  subject 
of  the  verb  names  the  thing  acted  upon.  Question  the 
class  so  as  to  bring  out  this  point. 

7.  Drill  on  the  contrast,  —  with  one  form  of  the  verb  we 
have,  etc.;  with  the  other  form  of  the  verb  we  have, 
etc. 

8.  Take  other  examples  and  deal  with  them  in  a  similar 
manner. 

Here  we  have  two  verb-forms,  —  the  subjects  in  one 
group  name  the  actors,  the  subjects  in  the  other  group 
name  the  things  acted  upon. 

Tell  the  class  that  this  property  in  the  verb,  or  differ- 
ence in  form,  is  called  voice,  and  that  the  first  form  is 
called,  etc. 

Bring  from  the  class  simple  definitions  of  voice,  active 
voice,  and  passive  voice. 

1.  Sentences  given  orally  by  teacher;  pupils  tell  what 
the  verbs  are,  aucl  vvhellier  they  are  in  the  active  voice 
or  in  the  passive  voice. 


ftj": 


48 


PLANS   FOR   GKAMMAli   LESSONS. 


Topic. 


I, 


Introduc- 
tion. 


Develop- 
ment. 


2.  Sentences  written  on  B.B.  by  teacher;   pupils  copy 

and  deal  with  them  as  before. 
0.  A  page  or  pages  of  the  "lieader"  used  for  same  pur-' 

pose. 

4.  Pupils  are  called  on  to  change  from  active  voice  to 
passive  voice,  and  vice  versa. 

5.  Pupils  compose  a  number  of  sentences  of  each  kind. 

MOOD. 

There  .are  different  ways  in  which  the  attribute  or 
fact  indicated  by  the  verb  is  connected  in  thought  with 
the  thing  named  by  the  subject.  This  relation,  as  ex- 
pressed by  the  verb,  is  called  the  mood  of  the  verb. 

Note.  — The  analytic  plan  may  be  used  successfully  in  this 
connexion.  The  tencher  may  place  on  the  B.B.  sentences  such  as 
the  following :  Change  your  conduct ;  He  changes  (or  changed) 
his  conduct ;  Will  he  change  his  conduct  ?  Unless  he  change  his 
conduct  he  will  lose  his  place.  Here  we  have  a  command,  a  direct 
statement,  a  direct  question,  and  a  presentation  of  something  which 
is  simply  thought  of,  not  spoken  of  as  an  actual  or  possible  fact. 
The  class  may  be  told  iliat  this  light  in  which  we  look  upon  the  verb 
is  called  its  mood,  and  after  other  examples  the  class  may  be  told 
that  the  first  example  presents  the  verb  in  what  is  called  the  imper- 
ative mood ;  the  second  and  third  examples,  the  indicative  mood ; 
and  the  fourth,  the  subjunctive  mood.  It  may  be  said  that  a  long 
study  is  needed  by  pupils  —  indeed,  by  grammarians  —  before  some 
of  the  so-called  moods  are  thoroughly  understood. 

IMPERATIVE  MOOD. 

Review  definitions  of  verb  and  statement ;  and  bring 
from  class  some  ideas  about  a  command. 

1.  The  teacher  selects  one  of  the  pupils,  —  John. 

2.  Teacher  says :  "  I  shall  make  the  B.B.  talk  to  John ; 
and  I  wish  John  to  be  guided  in  his  action  by  what 
the  B.B.  says  to  him." 


PLANS   FOR   GRAMMAR   LESSONS. 


49 


3.  Teacher  writes  on  B.B.,  "Lift  your  book";  calls 
John's  attention  to  it,  and  asks  him  to  do  what  is 
suggested  by  the  words  on  the  B.B.  John  performs 
the  action. 

4.  The  attention  of  the  class  is  now  called  to  what 
John  did,  and  why  he  did  it.  He  carried  out  or 
obeyed  a  command. 

5.  Question  the  class:  "What  told  him  to  do  this?" 
"  What  gave  him  the  command  ?  "     The  verb. 

6.  Drill.  Then  the  verb  is  used  in  this  group  of  words 
to  give  a  command. 

7.  Other  examples  bringing  out  the  same  idea. 

8.  B.B.  summary.  "  Some  verbs  are  used  to  give  a 
command." 

9.  The  class  is  now  asked  to  make  a  statement  about 
what  John  does  or  did  in  obeying  the  first  command. 
Bring  from  the  class,  "John  lifts  his  book,"  or 
"John  lifted  his  book."  ' 
Bring  from  the  class  that  this  is  a  staterfient;  the 
verb  is  used  to  make  a  statement. 

11.  Give  or  bring  from  the  class  other  statements,  if 
possible  using  the  verbs  used  in  imperative  mood. 

12.  Good  drill  with  B.B.  summary.     "  Some  verbs  are 
used  to  make  statements." 

Note.  —  Some  teachers  omit  from  the  first  lesson  the  develop- 
ment of  the  direct  question.  It  can  be  easily  presented  if  the 
teacher  so  desire.  Teacher  says  to  the  pupils :  "  If  I  left  the 
room  when  I  made  the  B.B.  talk  to  John,  and  wished  to  know 
on  my  letum  whether  he  carried  out  the  command,  what 
would  I  say  ?  "  "  Did  John  lift  his  book  ?  "  Lead  class  to 
see  that  this  is  a  direct  question,  and  proceed  as  in  the  case 
of  the  statement. 

13.  Place  on  B.B.  the  sentence,  "Unless  John  lift  his 
book  it  will  be  taken  from  his  desk." 


10 


50 


PLANS    FOR   GRAMMAR   LESSONS. 


I    :      ' 


Summary 

and 

Technical 
Term. 


Practical 
Exercises. 


Topic. 


Note.  — It  is  very  difficult  to  bring  out  the  subjunctive  form 
objectively.  It  is  more  easy  for  the  teacher  and  pupils  that 
the  teacher  place  the  sentence  at  once  on  the  B.B.  ^ 

14.  Call  the  attention  of  the  class  to  the  verb  lift  in  this 
sentence.  It  does  not  give  a  command ;  it  does  not 
make  a  direct  statement ;  it  does  not  say  that  he  will 
lift  his  book,  or  will  not  lift  his  book;  it  simply 
presents  something  thought  of. 

15.  Other  illustrations  are  presented  to  the  class  for  the 
purpose  of  bringing  out  this  point  clearly. 

Note.  —  The  teacher  must  not  be  disappointed  if  the  pupils 
have  not  a  very  clear  idea  of  the  function  of  the  verb  in  this 
connexion.  A  long  time  of  study  is  needed  for  a  thorough 
understanding  of  this  mood. 

16.  B.B.  summary.  "  Some  verbs  are  used  to  represent 
the  action  or  attribute  as  merely  thought  of." 

Now  call  attention  to  the  three  forms;  give  good 
drill,  and  tell  the  pupils  that  these  different  ways  in 
which  the  verb  is  used  are  called  its  moods  or  its  mood; 
chat  the  lirst  way  is  called  the  imperative  mood;  the 
second,  the  indicative  mood;  and  the  third,  the  subjunc- 
tive mood. 

1.  Picking  out  verbs  from  sentences,  and  telling  the 
mood. 

2.  Pupils  compose  sentences  to  Exemplify  the  different 
moods. 

TENSE. 

Note.  — In  this  lesson  it  is  important  to  distinguish  between 
time  and  tense.  Time  refers  to  the  action;  tense.,  to  the  word 
expressing  the  action. 

An  action  may  be  spoken  of  as  taking  place  now ;  or 
as  having  taken  place  in  the  past ;  or  as  about  to  take 
in  the  future.     The  change  which  takes  place  in 


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PLANS   FOR  GRAMMAR   LESSONS. 


51 


Introduc- 
tion. 


Develop- 
ment. 


the  verb  to  mark  this  change  of  time,  or  tjie  property  in 
the  verb  marking  this  change  of  time,  is  called  the  tense 
of  the  verb.  Of  tense  there  are  three  forms,  correspond- 
ing to  the  three  natural  divisions  of  time.  These  forms 
are  called  the  present  tense,  the  past  tense,  and  the  future 
tense. 

Bring  from  the  class  the  three  natural  divisions  of 
time,  and  that  if  we  speak  of  an  action  we  must  refer  it 
to  some  one  of  these  three  divisions  of  time. 

1.  The  teacher  lifts  the  bell,  and  says,  while  he  is  doing 
so :  "I  lift  the  bell."  This  statement  is  placed  on 
the  B.B. 

2.  The  class  is  questioned  regarding  the  verb  and  the 
action  expressed  by  the  verb,  —  the  verb  lift;  the 
action  lifting. 

3.  Teacher  says  to  class :  "  Now  when  I  say,  '  I  lift  the 
bell,'  at  what  time  is  the  lifting  going  on  ?  "  Just  at 
time  of  speaking,  at  the  present  time. 

4.  Drill.  "  Lift,  therefore,  in  the  expression,  '  I  lift  the 
bell,'  expresses  what  is  going  on  at  the  time  of  speak- 
ing, or  at  the  present  time."  Pupils  carefully  look  at 
form  of  word. 

Note.  —  Other  illustrations  may  be  used  here  to  strengthen 
this  idea ;  but  some  teachers  proceed  at  once  to  a  new 
foim. 


5. 


Teacher  says  to  class :  "  Now,  if  I  wish  to  let  you 
know  that  this  action  of  lifting  took  place  yesterday 
or  last  week,  would  the  form  '  I  lift '  be  suitable  for 
the  purpose  ?  "  "  No."  If  not,  what  form  would  be 
suitable  and  proper ?     "I  lifted." 

Note.  —  There  is  a  well-grounded  objection  to  forms  of  ques- 
tion which  require  "  Yes  "  or  "  No  "  for  answer.  But  some- 
times, as  in  this  case,  the  simple  negation,  or  shutting  out  of 
that  particular  form,  makes  the  contrast  plainer  and  stronger. 


52 


Summary. 


Technical 
Term. 


Definition 

and 

Practical 
Exercises. 


PLANS   FOR   GRAMMAR   LESSONS. 

6.  Why  was  "  I  lift "  changed  into  "  I  lifted  "  ?  to  ex- 
press what  ?  An  action  that  took  place  in  the  past, 
or  in  past  time. 

7.  Drill.  "  I  lifted  "  expresses  past  time.  Pupils  look 
carefully  at  the  form  of  the  word  j  there  is  a  change. 
Note.  —  See  Note  under  4. 

8.  Teacher  says  to  class :  "  If  I  wish  to  tell  you  that 
this  action  of  lifting  will  take  place  to-morrow,  will 
either  of  the  two  forms  already  given  serve  the  pur- 
pose ?  "  "  No."  "  If  not,  what  change  shall  I  make  ?  " 
A  change  to,  "I  shall  lift  the  book  to-morrow,"  or,  "I 
shall  lift  the  book." 

Note  1.  —  See  Note  under  5. 

Note  2.  —The  plan  of  analyzing  the  expression  "  I  shall  lift" 
into  an  indicative  and  an  infinitive  fonn,  "I  shall  to  lift," 
may  be  left  to  later  and  more  scientific  investigations  in 
grammatical  structure. 

9.  Why  this  second  change  ?   to  express  what  ?     An 
action  which  will  take  place  in  the  future,  or,  rather, 
to  tell  that  an  action  will  take  place  in  the  future. 
Note.  —  See  Note  under  4. 

10.  Review  and  drill.  There  are  three  forms  :  one  ex- 
pressing present  time  of  action ;  another,  past  time ; 
another,  future  time. 

11.  Attention  is  now  called  to  the  three  forms,  to  the 
changes.  Why  the  changes  ?  We  changed  the  form 
of  the  word  when  there  was  a  change  of  time  to  be 
expressed. 

The  pupils  are  told  that  this  change  in  the  form  of 
the  word,  or  this  property  in  the  word,  is  called  its  terise. 
Tense  refers  to  the  word;  tim    to  the  action. 


As  in  former  plans. 


i-\ 


II 


i 


i 


l-\ 


II 


i 


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I  ■  I 


Topic, 


Introduc- 
tion. 


Develop- 
ment. 


PLANS  FOn   GRAMMAR   I.KSSONS. 


THE  INFINITIVE  MOOD. 


53 


Note.  —  Sometimes  this  topic  is  included  in  the  gerund,  —  the 
infinitive  being  presented  as  one  form  of  the  gerund.  The  infini- 
tive receives  separate  treatment  here.    (See  plan  on  the  Gerund.) 

Some  verbs  are  limited  by  their  subjects  as  to  number 
and  person;  others  are  not  so  limited.  A  verb  of  the 
first  kind  is  called  a  finite  verb ;  one  of  the  second  kind 
is  called  an  infinitive  verb  or  a  verb  in  the  infinitive  mood. 
The  latter  very  often  takes  the  place  of  a  noun,  and  may, 
therefore,  be  the  subject  or  the  object  of  a  verb.  (Later 
it  may  be  shown  that  the  infinitive  sometimes  takes  the 
place  of  an  adverb,  but  the  so-called  substantive  use  is  the 
natural  use  of  this  form.) 

Write  on  B.B.  the  following  sentences :  — 

(a)  I  am  here ; 
(6)  John  am  here. 

The  pupils  are  called  on  to  read  these  sentences  and  to 
decide  as  to  their  correctness.  "  John  am  here  "  is  not 
correct ;  "  John  is  here  "  is  the  correct  form.  The  form 
of  the  verb  must  conform  to  the  "  person  "  of  its  subject. 
Again,        ^^^  John  is  here  ; 

(6)  John  and  James  is  here. 

Deal  with  these  in  a  similar  manner.  The  latter  must 
be  changed,  because  the  form  of  the  verb  must  conform 
to  the  "number"  of  the  subject. 

Tell  the  class  that  the  verbs  in  this  case  are  said 
to  be  limited;  that  is,  limited  in  number  and  person  by 
the  subject.  From  this  the  word  fiyiite  may  be  easily 
developed,  by  referring  to  the  word  finis  at  the  end  of  a 
book,  finis  meaning  an  end  or  limit. 

1.  Place  on  B.B.  the  following  sentences :  — 
{a)  I  love  to  study ; 

^h\     sTaItP    Irktroa    \-r\    ofn/lir 


54 


PLANS   FOli   GKAMMAK   LESSONS. 


Generaliza- 
tion. 


Technical 
Term. 


2.  What  are  the  verbs  in  these  sentences  ?  Love  and 
study. 

3.  Why  is  lorn  changed  to  loves  in  the  second  line  ?  To 
agree  with  the  subject  in  "person."  What  do  you 
notice  about  the  word  study  in  each  sentence  ?  It  is 
the  same  in  both ;  there  is  no  change. 

4.  The  class  may  be  led  to  tell  why  there  is  a  change  in 
one  verb,  and  no  change  in  the  other.  Love  and  loves 
agree,  each  with  its  own  subject,  in  person.  Study 
IS  not  affected  by  any  subject.  Love  has  a  subject; 
study  has  not. 

5.  Take  other  illustrations  similar  to  this,  — one  verb  is 
limited;  the  other  is  not. 

6.  Place  the  following  sentences  on  B.B. 

(a)  To  ride  is  a  pleasant  exercise  j 
(fc)  To  row  is  a  pleasant  exercise. 
Combine.     To  ride  and  to  row  are  pleasant  exercises 

7.  The  attention  of  the  class  is  called  to  the  change  from 
IS  to  are,  denoting  a  change  in  "number"  in  the 
subject.  There  is  no  change  in  ride  or  row;  they  do 
not  depend  on  any  subject. 

8.  Other  illustrations  may  be  taken  for  a  similar  pur- 
pose. 

.  Note.  -Should  the  adverbial  function  of  the  infinitive  be  used 
simply  as  an  aid  to  showing  the  finite  form  as  opposed  to  the 
hef  fur'xhus   -  ''^^^"^"'^  ^"^  function;  that  form  will  be  found 

(«)  The  glutton  lives  to  eat ; 
(ft)  The  wise  man  eats  to  live. 
Compare  lives  and  to  live  ;  to  eat  and  eats. 

There  are  certain  verb  forms  which  express  the  action 
in  a  general  way,  with  710  limitation  of  number  or  person. 

Each  of  these  forms  is  called  an  infinitive  (opposed  to 
finite),  or  is  called  the  infinitive  mood  of  that  verb. 


PLANS   FOR   GItAMMAR   LESSONS. 


55 


Definition. 

Practical 
Exercises. 


Topic. 


Introduc- 
tion. 


Develop- 
ment. 


1 


As  in  former  plans. 


7'HE  GERUND. 


Note.  — See  Note  under  "Infinitive  Mood"  in  plan  for  that 
lesson. 

The  gerund  (verbal  noun)  is  a  part  of  the  verb.  It 
ends  in  ing,  is  used  as  a  noun,  and  may,  therefore,  be  the 
subject  of  a  verb,  the  object  of  a  verb,  or  the  object  of  a 
preposition. 

If  it  is  formed  from  a  transitive  verb,  it  retains  the 
governing  power  of  the  verb. 

Review  verb,  action,  how  that  action  is  named  gener- 
ally,—rea^;,  reading;  ivalk,  walking;  etc. 

1.  Place  on  B.B.  the  following  sentences :  "  Rowing  is 
a  healthy  exercise,"  or,  "Skating  is  a  healthy  ex- 
ercise." 

2.  Bring  from  the  class  the  subject  of  the  verb.  What  is 
the  subject  of  the  verb  in  the  first  sentence  ?  Row- 
ing. 

3.  Now  investigate  :  From  what  part  of  speech  is  rowing 
derived  ?  From  the  verb  row.  How  is  it  formed  ? 
By  adding  ing.  What  is  its  use  ?  It  is  the  subject  of 
the  verb,  and  therefore  takes  the  place  of  a  noun,  and 
may  be  called  a  noun.     Drill  on  this  general  use. 

4.  Take  another  illustration,  such  as  the  following :  "  I 
like  walking,"  or,  "  I  like  reading." 

5.  Bring  from  class  the  function  of  the  words  walking 
and  reading,  and  then  investigate  as  in  3. 

6.  (At  the  discretion  of  the  teacher.)  Such  examples  as 
the  following  may  now  be  introduced :  "  Losing  his 
fortune  drove  him  mad."  "He  injured  himself  in 
injuring  them,"—  where  the  verbal  form  is  a  part  of  a 


nrnun. 

it  •    -  —JT  • 


66 


PLANS   FOR   GRAMMAR   LESSONS. 


Generaliza- 
tion. 


Technical 
Term. 


Definition. 

Practical 
Exercises. 


Topic. 


If*' 


Introduc- 
tion. 

Develop- 
ment. 


subject;  "Losing"  is  the  bare  subject.  "Injuring 
them  "is  the  real  object  of  in;  but  injuring,  alone, 
may  be  taken  as  the  object,  which  retains  the  govern- 
ing power  of  the  verb  from  which  it  is  derived,  thus 
governing  him  in  the  objective  case. 

All  these  words  are  alike  in  certain  particulars,— 
they  are  derived  from  verbs;  they  end  in  ing;  and  they 
are  used  as  nouns. 

The  class  is  told  that  these  words  are  called  gerunds, 
which  is  another  name  for  verbal  nouns. 

[   As  in  former  plans. 


THE  PARTICIPLE. 

The  participle  is  a  part  of  the  verb,  used  as  an  adjec- 
tive, and  thus  modifies  the  meaning  of  a  noun.  (Parti- 
ciple—jpar«/c<;2:)a^es  in  the  nature  of  the  verb  and  the 
adjective.)  There  are  two  forms:  one  ending  in  ing, 
the  other  ending  in  en,  d,  ed,  or  t.  That  ending  in  ing  is 
called  thj  imperfect  participle ;  the  other,  the  perfect  par- 
ticiple, which,  when  formed  from  a  transitive  verb,  may 
have  an  object. 

Note. —In  such  examples  as  ''waving  branches,"  ''cheering 
words,"  "foaming  waves,"  "  alarming aievis,'''  it  is  hardly  neces- 
sary to  deal  with  these  as  other  than  ordinary  qualitative  adjec- 
tives. It  is  in  more  complicated  const:."uctions  that  the  true  parti- 
cipial nature  is  seen. 

Review  Verb,  Adjective,  and  Transitive  Verb. 

1.  Sentence  on  B.B. :  "Hearing  the  noise,  John  went  to 
the  window." 

2.  The  class  is  called  on  to  divide  the  sentence  into  logi- 
cal subject  and  logical  predicate.     Good  drill. 

3.  Class  is  asked  to  give  bare  subject.     "  John.'' 


PLANS   FOR   GUAMMAU    LESSONS. 


57 


4.  What  are  the  other  words  belonging  to  the  subject  ? 
"Hearing  the  noise."  What  use?  They  refer  to 
John,  —  to  a  noun ;  and  therefore  take  the  place  of 
an  adjective. 

5.  What  is  the  word  which  particularly  describes  John, 
or  tells  something  about  him  ?  The  word  "  hear- 
ing." 

G.  Now  investigate.  From  what  part  of  speech  is  this 
word  derived  ?  what  use  ?  It  is  a  word  deri^'^ed  from 
a  verb  and  used  as  an  adjective,  modifying  the  meaa- 
ing  of  the  noun  John.  (Do  not  refer  to  the  form 
until  a  later  period  of  the  lesson.)  Good  drill  cm 
these  two  characteristics  of  the  word. 

7.  Take  other  illustrations  of  this  use  of  the  part  of  the 
verb  ending  in  ing,  such  as,  — 

(a)   Quitting  the  forest,  we  advanced  into  the  open 

plain ; 
(6)  He  strode  up  the  hall,  bowing  right  and  left  to 

the  guests ; 
(c)  Smiling  scornfully,  he  strode  into  the  circle ; 

bringing  out,  by  thorough  drill,  the  adjective  use  of 
the  word,  and  its  derivation  from  a  verb. 

8.  Take  illustrations  of  verbal  adjectives  with  the  oth<}r 
terminations  and  deal  with  them  similarly,  — 

(a)  Frightened  by  the  noise,  he  ran  away; 
(6)  Hope  deferred  maketh  the  heart  sick ; 

(c)  Mounted  on  a  splendid  charger,  the  general  rode 
in  front ; 

(d)  Written  in  a  hurry,  the  essay  wanted  strength ; 

(e)  Built  by  an  experienced  man,  the  house  was  very 
comfortable ; 

bringing   out  the   verbal   and  the  adjective  signifi- 
cations. 


68 


Generaliza- 
tion. 

Technical 
Term. 

Definition. 

Practical 

Exercises. 


PLANS  FOR   GRAiMMAK   LESSONS. 

9.  Reference  may  now  be  made  to  the  form  of  the  par- 
ticiple, although  this  does  not  in  any  way  affect  its 
nature  or  function,  which  is  the  main  point  of  the 
lesson. 


Developed  as  in  former  plans. 


